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Education export from Finland to Russia –
Challenges and success factors
Multiple Case Study for The Jyväskylä Institute of
Adult Education
Matti Roikonen
Irina Starovoytova
Bachelor’s Thesis
November 2014
Degree Programme in Business Administration
Degree Programme in International Business
School of Business
DESCRIPTION
Author(s)
Roikonen, Matti
Starovoytova, Irina
Type of publication
Bachelor´s Thesis
Date
17.11.2014
Pages
102
Language
English
Permission for web
publication
(X)
Title
Education export from Finland to Russia – Challenges and success factors
Multiple case study for The Jyväskylä Institute of Adult Education
Degree Programme
Business Administration
International Business
Tutor(s)
Saukkonen, Juha
Assigned by
The Jyväskylä Institute of Adult Education, Vesanen-Kirillov Terhi
Abstract
Education export is among the priorities of Finnish Ministry of Education and Culture aimed to be
turned into a profitable business, which supports the development policy and strengthens a positive
image of Finland.
The study was targeted to describe the key success factors and main challenges of education export
from Finland to Russia as reflected by the experience of Finnish experts extensively involved with
education export activities. The purpose of the study was to provide the research assignor, The
Jyväskylä Institute of Adult Education, with practical insights into the process of education export
from Finland to Russia and give recommendations on entering the market based on the outcomes
of the study. The following three aspects of the education export process were in the focus of the
research: success factors, challengers and enablers.
First, the phenomenon was explored through secondary data observation, and then the empirical
data was obtained through the implementation of the multiple case study research method. To get
the data for an in-depth analysis, five semi-structured interviews were done with Finnish experts of
education export. In the research process, a within-case analysis was successive to a cross-case
analysis. The key success factors, main challenges and enablers of education export from Finland to
Russia were described according to the results from the cross-case analysis.
In the reflection part of the study, some recommendations were given for the assignor based on the
outcomes of the study, the progress of achieving the saturation point was drawn and finally, the
limitations and applicability of the study were pointed out.
As a result of the research the assignor got an idea about the success factors, challenges and
enablers relevant to entering the Russian market with Finnish education export products.
Keywords
Education export, Export of services, Finnish-Russian trade, Education market, Finnish education,
Russian market, Challenges, Success factors
Miscellaneous
KUVAILULEHTI
Tekijä(t)
Roikonen, Matti
Starovoytova, Irina
Julkaisun laji
Opinnäytetyö
Päivämäärä
17.11.2014
Sivumäärä
102
Julkaisun kieli
Englanti
Verkkojulkaisulupa
myönnetty
(X)
Työn nimi
Koulutusvienti Suomesta Venäjälle – Haasteet ja menestystekijät
Monitapaustutkimus Jyväskylän aikuisopistolle
Multiple case study for The Jyväskylä Institute of Adult Education
Koulutusohjelma
Liiketalouden koulutusohjelma
International Business
Työn ohjaaja(t)
Juha Saukkonen
Toimeksiantaja(t)
Jyväskylän aikuisopisto, Vesanen-Kirillov Terhi
Tiivistelmä
Koulutusvienti on yksi Suomen opetus- ja kulttuuriministeriön painopisteistä. Siitä on tarkoitus
tehdä kehityspolitiikkaa tukevaa kannattavaa liiketoimintaa ja sen avulla pyritään vahvistamaan
positiivista kuvaa Suomesta.
Tutkimuksessa kuvattiin Suomesta Venäjälle suuntautuvan koulutusviennin keskeisimmät
menestystekijät ja suurimmat haasteet perustuen suomalaisten asiantuntijoiden pitkäaikaiseen
kokemukseen koulutusviennin toiminnoista. Työn tarkoituksena oli tarjota tutkimuksen tilaajalle,
Jyväskylän aikuisopistolle, käytännön oivalluksia Suomesta Venäjälle suuntautuvan koulutusviennin
prosessista ja antaa suosituksia markkinoille menoon perustuen tutkimuksen tuloksiin. Tutkimus
fokusoitiin koulutusvienti-prosessin kolmeen eri näkökulmaan: menestystekijöihin, haasteisiin ja
mahdollistajiin.
Aluksi ilmiötä tutkittiin toissijaisen tiedon avulla, minkä jälkeen hankittiin empiiristä tietoa
monitapaustutkimus-menetelmää käyttäen. Tiedon syvempää analysointia varten toteutettiin viisi
semi-strukturoitua haastattelua suomalaisen koulutusviennin ammattilaisille. Työn etenemisen
aikana käytettiin with-in-analyysiä, jota seurasi vertaileva cross-case-analyysi. Suomesta Venäjälle
suuntautuvan koulutusviennin menestyksen avaintekijät, suurimmat haasteet ja mahdollistajat
esiteltiin perustuen vertailevan cross-case-analyysin tuloksiin.
Tutkimuksen viimeisessä osassa työn tilaajalle annettiin suosituksia, jotka perustuvat tutkimuksen
tuloksiin. Saturaatiopisteen saavuttamisen kehitys kuvattiin ja lopuksi otettiin huomioon tutkimusta
rajoittavat tekijät ja soveltuvuus.
Tutkimuksen tuloksien avulla työn tilaaja oivalsi Venäjän markkinoille menemiseen liittyviä
relevantteja menestystekijöitä, haasteita ja mahdollistajia käyttäen Suomalaisen koulutusviennin
tuotteita.
Avainsanat (asiasanat)
Koulutusvienti, Palveluiden vienti, Suomen ja Venäjän välinen kauppa, Koulutusmarkkina,
Suomalainen koulutus, Venäjän markkina, Haasteet, Menestystekijät
Muut tiedot
1
Contents
1
Introduction ............................................................................................. 4
2
Theoretical and knowledge base for the research ............................... 7
2.1
The specifics of export of services applied to educational export ................... 7
2.2
Globalization of education and Finland as an educational exporter .............. 10
2.3
Russia as a trade partner ................................................................................ 12
2.4
Russian education strategy ............................................................................ 12
2.5
Educational systems and adult education in Finland and Russia .................. 14
2.6
Corporate training in service business sector in St.Petersburg ...................... 19
3
Research approach and design ........................................................... 23
4
Desk research ........................................................................................ 28
5
6
7
4.1
Financial instruments for companies ............................................................. 28
4.2
Local partners ................................................................................................ 33
4.3
Threats ........................................................................................................... 35
Cases description and within-case analysis ...................................... 41
5.1
JAMK University of Applied Sciences ......................................................... 43
5.2
EduCluster Finland ........................................................................................ 46
5.3
MIF Management Institute of Finland........................................................... 48
5.4
PDGE Project Development Group Europe .................................................. 51
Cross-case analysis. Answering the research questions ................. 54
6.1
Key success factors ........................................................................................ 55
6.2
Challenges ..................................................................................................... 58
6.3
Enablers ......................................................................................................... 64
Discussion ............................................................................................. 65
7.1
Recommendations ......................................................................................... 65
7.2
Achieving the saturation point ....................................................................... 67
7.3
Limitations and applicability of the study ..................................................... 69
References .................................................................................................... 71
Appendices ................................................................................................... 77
2
Appendix 1. Companies providing further occupational training in St.Petersburg . 77
Appendix 2. Fairs and events for corporate training companies in Russia .............. 82
Appendix 3. Interview structure ............................................................................... 83
Appendix 4. Notes from the interview with Person 1 JAMK (Matti Hirsilä) .......... 84
Appendix 5. Notes from the interview with Person 2 JAMK (Heikki Pusa) ........... 87
Appendix 6. Notes from the interview with Person 3 ECF (Katja Vuori) ............... 92
Appendix 7. Notes from the interview with Person 4 MIF (Tuija Eloranta) ........... 95
Appendix 8. Notes from the interview with Person 5 PDGE (Päivi Korhonen) .... 100
Figures
Figure 1. Finnish formal education system (Ministry of Education and Culture of
Finland N.d.) ................................................................................................................ 15
Figure 2. Formal education in Russia (Nikolaev, Chugunov 2012)............................. 16
Figure 3. Participation in nonformal education and training, percent of total
respondents aged 25-64, reference period: 2007 (Nikolaev, Chugunov 2012) ............ 17
Figure 4. Participation in informal education and training (self-learning), percent of
total respondents aged 25-64, reference period: 2007 (Nikolaev, Chugunov 2012).... 18
Figure 5. Unemployment rates in 2011 - 2013, % (Russian Federation Federal States
Statistics Service N.d.) ................................................................................................. 20
Figure 6. Economically active population, % of the whole population (Russian
Federation Federal States Statistics Service N.d.)........................................................ 20
Figure 7. Population growth, St.Petersburg vs Russia, 2011-2014 (Russian Federation
Federal States Statistics Service N.d.) .......................................................................... 21
Figure 8. Sources of financing in lifelong learning in Russia in 2007 (Nikolaev,
Chugunov 2012) ........................................................................................................... 32
Figure 9. Average monthly costs for professional education per worker in Russia in
2007 (Nikolaev, Chugunov 2012) ................................................................................ 32
Figure 10. The Global Competitiveness Index of Russia, Institutions fragment (The
Russia Competitiveness Report 2011) ......................................................................... 36
Figure 11. The most problematic factors for doing business in Russia. (The Russia
Competitiveness Report 2011) ..................................................................................... 38
Figure 12. Ruble / Euro ratio September 2012 – September 2014 (European Central
Bank 2014) ................................................................................................................... 39
Figure 13. Russians are protesting against sanctions (Lenta.ru 2014) ......................... 40
3
Tables
Table 1. The ideas about key success factor for the education export from Finland to
Russia ........................................................................................................................... 56
Table 2. The ideas about challenges for the education export from Finland to Russia 59
Table 3. The ideas about enablers for the education export from Finland to Russia ... 64
Table 4. Saturation progress during the interviews ..................................................... 68
Table 5. Training companies of St.Petersburg (MottonPik rating agency 2014) ......... 77
Table 6. Fairs and events for corporate training companies in Russia ......................... 82
4
1 Introduction
The topic dealing with the field of education export from Finland to Russia was
chosen according to the interest of both the authors in international business
and their appreciation of Finnish excellence in education. Irina, a Russian, has
been directly involved in the process during her volunteer work as a studying
ambassador at JAMK University of Applied Sciences, a founder of a company
named Touch Finland, and within a project with a Finnish company
specialized on education export, named EduCluster Finland and, finally,
during her practical training period in East Consulting. The other author brings
the Finnish point of view to the research.
Education export is among the priorities of Finnish Ministry of Education and
Culture. According to the action plan of a special working group established in
2013 by The Minister of Education and Science of Finland education export is
aimed to be turned into a profitable business and it should also support the
development policy and strengthen a positive image of Finland. (International
education markets and Finland, 2013)
The study was assigned by The Jyväskylä Institute of Adult Education
exploring the way of entering St.Petersburg market of corporate training in the
service business sector, particularly in facility and hospitality, cleaning,
catering and retail customer services.
The Jyväskylä Institute of Adult Education is a part of the Jyväskylä
Educational Consortium, one of the largest institutions - providers of
vocational education in Finland, belonging to one of the most successful
Finnish education export formation EduCluster, Finland. According to the
information provided by the Jyväskylä Institute of Adult Education, it provides
skills and competences for about ten thousands students annually. The
Institute of Adult Education is a regionally active and nationally significant
actor with more than forty years of experience in providing education and
services for individuals and organizations. The Jyväskylä Institute of Adult
Education has hundred twenty employees; it offers 125 competence-based
qualifications; and the number of customer companies and public
5
organizations is about five hundred. (The website of The Jyväskylä
Educational Consortium, 2014)
The educational areas chosen by the Jyväskylä Institute of Adult Education for
researching in the Russian market are:

Service sector (hospitality business, restaurants, cleaning)

Retail (sales and customer service)
At the moment of doing the present research The Jyväskylä Institute of Adult
Education is only operating in Finland.
The study is devoted to the key success factors, possible enablers and main
challenges of a Finnish institution entering Russian education market. The
research was conducted by applying the desk study of secondary data and
the multiple case-study method of Finnish experts working in education or
development organizations who hold an expertise in education export. In the
core of the case-study research was collecting information with the help of
semi-structured interviews. After developing an understanding of successful
factors, enablers and challenges of education export in single cases, the
authors undertake cross-case analysis to enrich the results, structure the
findings and partly compare different views on education export to Russia by
the respondents. The interviews were purposed to provide the researchers
with practical views and insights of working experts in the field of educational
export from Finland to Russia.
The report starts with the theoretical and knowledge base. In this part the
authors pay attention to the specifics of exporting services applied to the
education export in particular. After that the current trend of education
globalization will be dealt with and Finland viewed at as an education exporter.
The next part, knowledge base is devoted to a concise description of Russia
as a trade partner and a capsule review of the Russian educational strategy.
Finally the education systems of Finland and Russia are compared and up-todate economical situation and the corporate training market field of
St.Petersburg are described.
6
The theoretical and knowledge base is followed by the methodology part. After
that desk research outcomes are provided. Desk research is distinguished
from the theory base to let the authors to study the area of the research
questions before implementing the interviews. It is focused on looking for
financial support schemes for corporate training from the Russian
government, discovering threats of entering Russian market and reviewing the
sector of potential partners and suitable exhibition venues for The Jyväskylä
Institute of Adult Education.
Chapter 5, which follows the desk research, is devoted to the single case
boundaries, description of the cases and its contexts and providing a reader
with a single case-study report for the each case. In the next chapter the
authors attempt to answer the research questions implementing cross-case
analysis and combining it with the results of the previous desk-study.
Chapter 7, called Discussion, consists of the authors’ recommendations to the
assignor, based on the study outcomes, reflection on the process of
approaching the saturation point, also describing the limitations and
applications of the study.
Research problem and questions
The research problem was defined together with the experts from the
Jyväskylä Institute of Adult Education. The research questions result from the
problem and the design of the research is built upon the research questions
and problem. According to Maxwell (1996, 51) research questions have to be
precisely framed to point specific areas of theory, but not too focused to avoid
tunnel vision. Maxwell (1996, 51-52) also advices to avoid smuggling
unexamined assumptions into research questions and to pose questions with
enough conceptual and experiential support.
Financial limitations caused by the restrained capacity of the Finnish corporate
training market and other reasons declining the financial flows to The
Jyväskylä Institute of Adult Education are pushing The Institute to look for new
opportunities outside Finland. Russia in general and St.Petersburg in
particular looks attractive from the market size and relative proximity points of
view. However the paying capabilities of Russians are not so obvious. As well
there is a lack of information and expertise on exporting education to Russian
7
market inside the Institute. It has no education export experience in the past;
neither knowledge of the hidden stones of working in Russian education
market.
Hence follow research questions:

What are the enablers (like government support and funding) and
challenges involved into an education export process from Finland to
Russia?

From the practical point of view what are the key success factors of
education export from Finland to Russia?
The target of the study is to provide the assignor with up-to-date and relevant
practical information on the key success factors, enablers and challenges of
education export from Finland to Russia to support the process of decision
making and entering Russian corporate training market.
In the following chapter the authors present the theoretical and knowledge
base, starting from the wide topics and narrowing them down with each
subchapter.
2 Theoretical and knowledge base for the
research
According to the research structure described above the theoretical study
starts with a short observation of the specifics and hidden rocks of export of
services.
2.1 The specifics of export of services applied to
educational export
The modern developed countries no longer entirely rely on production lines
but more and more on service economy. Intangible goods have taken a
significant share of world commerce. Services are becoming “more tradable”
due to the rapid technological growth, appearing new technologies and the
swift development of existing ones. (Reif, Whittle and Thurmond, 1997, 3)
8
However exporting services has its own specifics, which have to be
considered by a company planning going international with service products.
The four modes of the services trade were defined under the WTO General
Agreement on Trade in services (GATS: objectives, coverage and disciplines):

Cross-border supply (1)

Consumption abroad (2)

Commercial presence (3)

Movement of natural persons (4)
Educational export may potentially lie under each of these service modes.
Mode 2 has been the most traditional way to sell the educational services. The
mode covers the situation when a student comes to study abroad. Under
mode 1, services are supplied into a territory without the presence of the
supplier. International distance education falls under this mode. The
establishment of foreign campuses is covered by the mode 3. Finally, mode 4
reflects the situation for example when teachers go teaching abroad. (Lim &
Saner, 2011)
Reif, Whittle and Thurmond (1997, 5) went further with categorizing the means
of exporting services and described the most typical ways for selling services
across the borders:

International consulting, which is also termed transient service export
occurs when a company or a person from one country provides a
service for a foreign customer on a short-term basis.

Direct exporting occurs when the value of a service is embedded in
the tangible products associated with this service. Examples of this
type of service export include software, books, and pharmaceuticals.

Telematic trading involves means of telecommunication: telephone,
electronic mail, the Internet.
9

Royalties and licensing agreements fees includes payments for the
use of patent technologies, copyrights, trademarks, franchises and
other intangible rights.

Franchising is a specific way of selling rights to use a brand name,
trademark and knowledge of a company.

Providing services for foreign visitors performed and completed in the
exporting country. It is very common in travel, health care and
education industries.
This list unlike the four service modes defined by GATS does not cover the
whole range of the service trade modes but it gives some hints of the service
trade forms, which can be surely used for educational export.
Marketing: services versus goods
Reif, Whittle and Thurmond (1997, 19-21) have characterized services
through some unique features which can cause problems for marketing.

Intangibility: services cannot be stored, protected through patents,
displayed or communicated.

Inseparability: consumer and other consumers are involved in
production, centralized mass production of services is difficult.

Heterogeneity: standardization and quality control are difficult to
achieve

Human intensiveness: some services are highly human intensive in
their delivery and are sold based upon an individual’s actions and
performances.
These features are also applied to educational services and have to be dealt
with whilst exporting education.
The next chapter will deal with the process of educational globalization and
Finland as a party in the process.
10
2.2 Globalization of education and Finland as an
educational exporter
The modern world economy is integrating through low-cost information and
communication technologies and this integration results into fast transferring
from industrial to knowledge economy and education globalization process
(Spring, 2009, 3). The knowledge economy is characterized by

The dependence of economic growth on “the knowledge, information,
ideas, skills and health of the workforce”;

Shift to the majority of “white-collar” labor force rather than “blackcollar”;

The crucial importance of post-secondary education for economic
productivity (Spring, 2009, 37).
The main consequence of education globalization is adoption of similar
education concept all around the globe (Spring, 2009, 3). Spring (2009, 5)
marks out ten components of education globalization. Among which are

Building and empowering global educational networks (Erasmus,
Institute of International Education or Harvard Business School
networks as just few examples)

The adoption by different nations of similar education practices (as an
example: nations joining Bologna process)

Appearance of intergovernmental and nongovernmental organizations
that influence national educational practices (World Bank, OECD,
UNESCO, UNICEF, others)

Appearance of multinational corporations that market educational
products (TOEFL, CAE, IELTS language tests, PIRLS, TIMSA, PISA
tests and others)

Empowering of global information technology, e-learning and
communications (a number of MOOC courses which have appeared
during last years can serve as an example)
11

Strengthening of the current effect of English as a global language.
Development of education export is among the state priorities for Finland.
Government of Finland has created a Finnish education export strategy which
includes “improving networking, productisation, quality, and marketing
development. Also forming an educational export cluster and activating the
higher education institutes as exporters”. The country’s strong education
system and worldwide reputation should serve as a base for successful export
of Finnish educational know-how (Finnish education export strategy, 2010).
According to Reif, Whittle and Thurmond (1997,8) educational services
include public and private educational institutions which provide assistance or
instructions, as well as access to libraries and exchange programmes.
The specific of Finland as an education exporter is that the most educational
programmes of formal education system are free of charge, which is regulated
by the government. Thus institutions have to create other ways of selling their
services than just taking fees from foreign students. In case of Finland
education export appears for example in forms of:

Providing physical and virtual solutions for learning environment

Training for pedagogical personnel

Corporate vocational training

Educational clusters and common study programmes with foreign
universities
(Source: FutureLearningFinland website).
Finnish education institutions team up into clusters to strengthen their efforts
on export. The biggest educational cluster Future Learning Finland is made up
under the Finnish governmental organization Finpro. (Virkkanen, 2011) The
goal set by the Finnish Ministry of Education and Culture in 2010 was to
increase substantially the share of education services in Finnish national
export by the year 2015. (Finnish education export strategy, 2010).
12
2.3 Russia as a trade partner
First of all have to understand Russians to make a business with them and
there are no shortcuts to understanding or avoid friction foreseen.
Understanding requires knowledge of Russian history, culture and
characteristics (Richmond 2009, 13). Generally speaking culture is associated
to limited human-type way of action. These previous mentioned things need to
take into account when viewing the size of country. Geographical areas are
linked in to cultural changes. Resident people in western part cities react to
things differently than in the Urals or Siberia. Creating contacts and opening
trade negotiations are crucial, because going further in negotiations depends
on how well everything has started. Also maintaining relationship in personal
level means a lot when making business in Russia.
International business etiquette beats itself through stronger in Russia day by
day. Some of the special features will still remain in a very long time
completely unchanged in the Russian business culture. (Stenholm 2009, 95.)
Russia lives in a time of changes at the moment. The economic base, working
life, basic safety, culture and manners are changing. Earlier, external
influences closed society has opened. People are travelling and free to get
influences from all over the world. At the same time there is a need to create
own new Russian culture, which does not copy the western one. All of these
things are reflected in the business culture also. (Haapaniemi, Moijanen &
Muradjan 2003, 11-14.)
Crises affect the Russian and the Western powers relations. The United
States and the EU has set economic sanctions to Russia because of EastUkrainian military actions and conflict in Crimea peninsula 2014. Sanctions will
inevitably affect also to Finnish-Russian trade in a negative way. There is a
danger that trade relations between Finland and Russia will be damaged more
if crisis still prolonged itself.
2.4 Russian education strategy
Russian Federation has signed the Bologna declaration in 2003. Russian
education strategy is described at large by the new national programme
13
“Education development for the years 2013–2020”, adopted in April, 2014. In
particular within the programme the following results are planned to achieve:

improving of the results of Russian school students in common
international ratings such as PIRLS, TIMSS, PISA

meeting the needs of Russian economy in high skilled specialists in the
first-priority directions for modernization and technologies development;

providing opportunities for every citizen of the country to get long-life
professional education, further occupational training and retraining;

increasing the share of educational services provided within
cooperation between business and state;

providing further occupational training to not less than 15 000
engineering specialists till 2015;

creating and implementing short-term educational programmes of
applied qualifications on the basis of educational institutions, making
agreement with companies having demand on these specialists.
Thus summarizing the priorities of Russian educational strategy the be
distinguished the following directions:

further integrating of Russian education system into global educational
space (adopting globally accepted secondary education assessment
tests)

improving possibilities for life learning and enhancing communication
between state education and business parties

focusing on current gaps between educational supply and economy
need (engineers).
Globalization tendency of the education system of the Russian Federation is
also proved by active co-operation of Russian Federation with the global
organizations for development such as The World Bank and The International
Bank for Reconstruction and Development. It is showed for example in joint
14
Strategy of partnership realized by The Russian Federation in cooperation
with the World Bank. One of the four key topics of the Strategy is focused on
Russian human potential development.
The project of training workers for social and economic development of
Russian regions is currently under preparation phase and promise to become
of the most significant in the field of vocational education in the latest years.
(Russian workers will be educated with the help of foreign experts, 2014)
2.5 Educational systems and adult education in
Finland and Russia
In this chapter the authors will compare the educational systems of Russia
and Finland in order to find similarities and differences which could promote or
be obstacles to educational export from Finland to Russia.
Figures 1 and 2 show the Finnish and Russian educational systems.
15
Figure 1. Finnish formal education system (Ministry of Education and
Culture of Finland N.d.)
Comparing the figures we can see that the basic education both in Russia and
in Finland normally last nine year, after which the students can choose either
to get a profession in a vocational school or to finish upper secondary school.
For graduates from upper secondary schools higher or vocational education
institutions are available. Both in Finland and in Russia higher education is
divided into Bachelor’s and Master’s degrees as both countries have signed
the Bologna declaration.
In addition to that a Specialist’s degree is in use in some degree programmes
in Russia. Doctoral degrees are considered science work in Russia. Hence
they are not included in the formal educational system.
16
Figure 2. Formal education in Russia (Nikolaev, Chugunov 2012)
In addition the Specialist’s degree and Doctoral degrees mentioned above the
differences between the two systems are as follows:

the duration of certain education periods

the lack of obligatory pre-primary education in Russia and

no division of higher education institutions in Russia into polytechnics
and universities

working experience is not required in Russia for applying for a Master’s
degree.
Adult education in Russia and in Finland
In this section the authors observe shortly the approaches to adult education
in Finland and Russia.
Adult education in the present study is understood as education of people
aged 25-64 beyond the frames of formal education system, shown in Figures
1 and 2. It can be either professional training (the type of education which is
targeted to acquiring by the learners knowledge and skills, and forming a
competence needed for performing a certain labor and working function) or
“additional training” (the type of education which is targeted to comprehensive
satisfaction of peoples learning needs in intellectual, spiritual, physical and / or
professional enhancement and doesn’t result in rising an educational level).
17
The definitions of professional training and “additional training” are taken from
Federal Law about Education in Russian Federation (2013).
The modern concept of “lifelong learning” is often put under the adult
education process. “Lifelong Learning” has become a synonym for “Lifelong
Earning” and “Lifelong Employability” (Longworth, Davies 1996, 64). However
according to previous research by World Bank Russians are far behind
European countries in their life learning participation (Nikolaev and Chugunov
2012, 62).
The numeric data shows that adult people in Russia participate in nonformal
adult education significantly rarer than in Finland or in the most of other
European countries (Figure 3).
Figure 3. Participation in nonformal education and training, percent of
total respondents aged 25-64, reference period: 2007 (Nikolaev,
Chugunov 2012)
Nonformal education refers to organized forms of education which are not
parts of formal education. Nikolaev and Chugunov (2012, 62) attribute the low
share of participating of Russians in the continuous education system to the
“lack of intensive technological renovations in many economical segments,
which reduces the relevance of educated personnel to the employers”; and “a
deficit of educational programs that provide attendees with practical results”.
18
At the same time self-learning is as well at a very low level among Russians
compared to Finland and other European countries. (Figure 4)
Figure 4. Participation in informal education and training (self-learning),
percent of total respondents aged 25-64, reference period: 2007
(Nikolaev, Chugunov 2012)
However Russian authorities have also noticed the lack of educational system
supporting life-learning. This resulted into several important initiatives which
were undertaken on the federal and local authorities’ levels. Such, according
to the “Strategy of economic and social development of St.Petersburg till the
year of 2030” St.Petersburg is targeted to implement innovative scenario, inter
alia ensuring the development of adults education system.
19
2.6 Corporate training in service business sector in
St.Petersburg
Before searching for opportunities and threats the focus market will be
described briefly.
St.Peterburg versus Russia, key economic and demographic indexes
St.Petersburg with its 5.1 mln people is the second biggest city by population
in Russia and the third biggest in Europe after Moscow and London. Moscow
and St.Petersburg are the only cities in Russia which are marked out as
separate constituent territories. Inhabitants of the city had an average month
salary 25% greater than average in Russia in 2013 (Russian Federation
Federal States Statistics Service, 2014). By the summary of financial rates
such as income, debts, income structure St.Petersburg is ranked number one
among Russian regions. (Bobrovnikov, Tepaev, 2013)
According to the analysis of AG group St.Petersburg belongs to the Top-7
poles of growth in Russia. The research measures regional development in
seven areas: markets, institutions, human capital, information and
technologies, natural resources, finances and real assets. (AV-Group, 2013)
Gross Regional Product (GRP) of St.Petersburg accounts for 3,6 times as big
as average GRP in Russia. GRP per capita in St.Petersburg is 30% greater
than average in Russia. (Russian Federation Federal States Statistics
Service, 2014)
St.Petersburg can be characterized as a city with a very high employments
rate, high concentration of economically active population and high level of
inbound working force migration. (Russian Federation Federal States
Statistics Service, 2014)
Figure 5, Figure 6 and Figure 7 show the demographic and labor force
characteristics of St.Petersburg comparing to average rates in Russia
20
Unemployment rates
7
6
6,5
5,5
5
5,5
4
3
2
2
1,5
1,1
1
0
2011
2012
St.Petersburg
2013
Russia, average
Figure 5. Unemployment rates in 2011 - 2013, % (Russian Federation
Federal States Statistics Service N.d.)
Figures 5 and 6 show that St.Petersburg has extremely low unemployment
rate and a liberal share of economically active population. These rates are
also significantly better that average figures in Russia. Combining the
mentioned above indexes with the stable population growth (Figure 7) pictures
the city as having a very positive labor market situation.
Economically active population
74
73
73,6
72,9
72,5
72
71
70
69
68
68,7
68,3
68,5
67
66
65
2011
2012
St.Petersburg
2013
Russia, average
Figure 6. Economically active population, % of the whole population
(Russian Federation Federal States Statistics Service N.d.)
21
Population growth
2,5
2
1,5
1
0,5
0
2011
2012
St.Petersburg
2013
2014
Russia, average
Figure 7. Population growth, St.Petersburg vs Russia, 2011-2014
(Russian Federation Federal States Statistics Service N.d.)
The main factor of the city’s population growth is significant inbound migration.
According to the analysis made by the government of St.Petersburg (2014)
the attractiveness of the city as a place for living, working and studying is
rising for the inhabitants of other Russian regions and citizens of other
countries from Commonwealth of Independent States. In 2012 the difference
between coming and leaving people was 74 thousands, in 2011 this figure
was 58 thousands, in 2010 – 37 thousands of people, in 2005 it was 14,5
thousands (Strategy of economic and social development of St.Petersburg till
the year of 2030, 2014).
The service business sector in St.Petersburg
St.Petersburg is one of the greatest world culture centers and tourist
destinations. And the tourist flow to the city is increasing. In 2012 the amount
of incoming tourists has increased by 9% to the previous year and accounted
for six millions of tourists, half of which were foreigners. Among other reasons
the cancellation of visa regime for the tourists travelling by sea has increased
the amount of foreign tourists. This trend gives the sources for growing of the
facility and hospitality business sector in St.Petersburg. During the period
22
2006-2012 the amount of hotels and other residence buildings has grown from
100 to 165. Their simultaneous accommodation capacity accounted for 38,9
thousands of places in 2012. The average strength of employees in hospitality
sector in St.Petersburg was 62,5 thousand of people in 2012. (Strategy of
economic and social development of St.Petersburg till the year of 2030, 2014)
The other growing economic sector in St.Petersburg is management and
facility services for commercial real estate. During 2006-2011 its share in
Gross Regional Product has grown from 12,2% to 17%. (Strategy of economic
and social development of St.Petersburg till the year of 2030, 2014)
Restaurant and catering business turnover has grown from 15,9 bln. RUB in
2006 to 55,8 bln. RUB in 2012. At the beginning of 2013 in St.Petersburg was
1035 sq.meters of commercial premises per 1000 of inhabitants. (Strategy of
economic and social development of St.Petersburg till the year of 2030, 2014)
Professional education and training in St.Petersburg
Currently the professional education field in St.Petersburg is characterized by
a wide system of educational institutions of all levels and training areas. It
provides variability, accessibility and relatively high quality of education
(comparing to average level in Russia). Reinforcement of the field is possible
at the expense of investments into education, attraction of the best teachers
from the whole Russia and from abroad to the city, support of author’s and
scientific schools as well as other means, which will create favorable
conditions for retaining highly skilled specialists together with their families
and make the reserve of human capital for future. (Strategy of economic and
social development of St.Petersburg till the year of 2030, 2014)
However according to the research published by the government of
St.Petersburg (2014) there are some shortcomings in the city’s professional
education field:

Imbalance between the needs of the city and the structure of
graduated from professional education specialists. The most popular
among applicant’s humanities do not correspond to the existing needs
of the industries’ in technicians and engineers. Experts estimate a
23
medium-term additional need of St.Petersburg labor market in 50-60
thousands of specialists with vocational education.

Insufficient efficiency of further occupational training and retraining
mechanisms, motivation and attraction of high-skilled workers and
interns.

Inadequate development of professional and public expertise of
educational functioning.

Absence of municipal post-secondary technical training institutions,
which would do further occupational training and retraining of
specialists for the city’s first-priority industries (except “Education”
field).

Lack of attractiveness to study and work in St.Petersburg for foreign
students and teachers
The main target of today’s professional education field in St.Petersburg is
providing continuing training of high-skilled specialists for regional labor
market with a glance at the current and future needs of real economy sector
and municipality; retention of the status of the biggest center of education and
retraining professionals for other Russian regions and foreign countries as a
part of the city’s export economy. It is essential to reinforce the role of further
occupational training, which will mainly define the quality of labor force.
(Strategy of economic and social development of St.Petersburg till the year of
2030, 2014)
3 RESEARCH APPROACH AND DESIGN
Research philosophy refers to the way of developing the knowledge and the
nature of that knowledge. A paradigm or worldview underlying of the present
study is pragmatism. The corporate training market in service business sector
of St.Petersburg is objective, but the challenges and success factors of
education export are based by the experience and worldviews of the market
players. The same phenomena can be interpreted differently. Such economic
downturn in Russia exists independently of the respondents’ worldviews. But it
is seen by some as a barrier for entering the market and as an opportunity to
24
build relations and trust for future commerce by the others. Same: business
tools and observations adopted by one field player will not necessarily be true
for another player in the market. Different institutions may have different
realities of education export. The researchers are seeking to find those “what”
and “how” which works at the time. These views correspond to pragmatism
paradigm. (Creswell, 2007, 23)
The present study attempts to describe the factors which are not clear for the
assignor and are crucial for decision making. The objective of the research is
to provide information to management. The information can be generally taken
into use not only by the assignor but also by other institutions interested
entering the Russian education or training market. This type of study, which
attempt to describe or provide information about a phenomenon, belongs to
descriptive research. (Kumar, 1996, 9)
The researchers are seeking to find know-how of the organizations who have
had rich positive and negative experience about education export from Finland
to Russia. It cannot be measured by quantitative variables as Finland is a
relatively young player of education export market. In addition it cannot be put
in a line with worldwide known leaders of global education export as it has
own specific: Finnish educational institutions in the most cases cannot sell
their degrees to individuals due to government restrictions unlike universities
from The USA, Australia and Great Britain. Hence the research should involve
qualitative rather than quantitative analysis. According to Maxwell (1996,1718) qualitative research has the following strengths:

Understanding the meaning (central focus for an interpretive
approach);

Understanding the particular context;

Identifying unanticipated phenomena – this point is particularly
important for the current research as the intent of it is to find new,
unanticipated factors which could be taken into use;

Understanding the process;

Developing causal explanations.
25
To explore the phenomenon the authors apply inductive, open-ended strategy.
The research method chosen to answer the questions is a comparative case
study. In different methodology literature it is named differently: comparative
case study (Ghauri & Gronhaug, 2002, 173), extensive case study (Eriksson,
Kovalainen, 2008, 118), collective (Creswell, 2007, 74) or multiple case study
(Yin, 2014, 18). Later in the text we will refer to the method as comparative or
multiple case study analysis.
Case study research involves a study of a phenomenon explored through one
or more cases within a bounded system. (Creswell, 2007, 73) In the present
study the phenomena are the success factors and challenges of education
export activities. The bounded systems to be explored are Finnish
organizations or individuals which have had rich experience of education
export. One of the key characteristics of the method is using multiple sources
of information (Gillham, 2010, 1-2). The researchers are seeking to compare
several cases to get outcomes valuable for the research assignor. The focus
of the case study research is not on the entire case, but on specific aspects of
the cases (education export experienced challenges and success factors).
According to Cresswell (2007, 75) and Yin (2014, 53-55) this approach
corresponds to an embedded analysis. The authors provide the readers with a
brief within-case analysis, which is followed by thematic cross-case analysis.
The study is made in the single time horizon (the current situation), each
respondent was interviewed once which equates the cross-sectional study.
(Kumar, 1996, 83) All the interviews were taken during two months, which is a
short period of time for such a phenomenon as education export which is
typically developed during years.
The data collection methods are described in the following chapter.
Collection of data
The data used for the analysis consists of both secondary and primary
empirical data. The secondary data was collected through a desk study of
open Internet sources, and marketing materials provided by the assignor and
commercial reports prepared for the Jyväskylä Institute of Adult Education by
a consulting agency. The access to the reports was gained by one of the
26
authors during her practical training period. The reports themselves are under
the non-disclosure agreement. However the authors have agreed with the
assignor and the agency on the possibility of using some outputs from the
reports.
Internet sources used for collecting primary data included government and
semi-government publications, web-pages of Finnish companies, involved into
education export, mass-media and social networks discussions.
The primary data was collected via one-to-one personal or telephone semistructured interviews of experts of Finnish educational export. For the
interviews were chosen Finnish education export experts currently working in
the educational institutions or development organizations preferably with more
than five years of experience of exporting education from Finland to Russia.
The practical experience of this type of experts appeared to be the most
applicable and valuable for the purpose of the research.
The choice of the cases (respondents) has been done based on the
replication logic described by Yin (2014, 57-59). According to this logic some
of the cases should be selected to provide similar result (predicted) and the
other selected cases predict contrasting result but for anticipated reasons.
(Yin, 2014, 57) For the purpose of the current research the authors have
chosen as cases the following Finnish educational experts:
1. Head of Global Business Management Department, JAMK University of
Applied Sciences (Further – Person 1 JAMK)
2. Project Manager, JAMK University of Applied Sciences (Further Person
2 JAMK)
3. Client Relations Manager, EduCluster Finland (Further – Person 3
ECF)
4. Head of Russia Operations, Management Institute of Finland (Further –
Person 4 MIF)
5. CEO and founder of Project Development Group Europe (Further –
Person 5 PDGE)
27
Persons 1 and 2 JAMK, as well as Person 4 MIF and Person 5 PDGE are
Finnish educational experts currently representing formal or informal
education system of Finland. All the four have an extensive experience of
working with Russia within educational cooperation or educational export
projects. The respondent’s number one and two were expected to give quite
similar answers as employees of an educational institution which belongs to
the formal education system, hence regulated and financed mainly by the
government of Finland. Person 4 MIF is an employee of an adult education
institution. Person 4 MIF is out of the formal education system which is not
regulated neither financed by the government. Person 5 PDGE is an
entrepreneur and is involved in the private sector of adults training and
organizations’ consulting business similar to Person 4 MIF. The authors have
expected a bit different prospective on education export from Person 4 MIF
and Person 5 PDGE comparing to Persons 1 and 2 JAMK, but still in line with
the answers of JAMK’s experts on Russia. The main outcomes expected from
this group of experts were practical insights and know-how on education
export to Russia. Person 3 ECF is outstanding from this group on the following
reasons: she has no straight experience of commercial education projects with
Russia, but education export from Finland is the main purpose of her
professional activities. A more general view on education export has been
expected from Person 3 ECF. Also getting some insights on the professional
education export activities were anticipated.
The structure for the interview was partly pre-defined by the authors
beforehand, however leaving the room for specifying or asking additional
questions during the interviews and editing the leading questions from one
interview to another. All the interviews were audio-recorded to allow farther indepth analysis of the data. The pre-defined structure of the interviews which
consists of open-ended questions and themes to discuss is provided in
Appendix 3. For the interviews were used open-ended questions. The
following specific features of open-ended questions (Kumar, 1996, 118) were
taken into account:

Open-ended questions are designed for getting in-depth information.
On the other hand, analysis of the answers is more difficult and often
involves content analysis to classify the data.
28

Open-ended questions virtually eliminate the investigator bias in a
survey form, however giving a greater chance of interviewer bias.
To eliminate the possible interviewer bias we provide the respondents with the
opportunity to answer freely, not interrupting them or giving ready-made
answers.
4 DESK RESEARCH
The desk research is targeted to provide the views on the research questions
from the different angles and prepare the authors for the case study
implementing. Studying the secondary data the authors are looking first for the
enablers of entering the market of corporate business training in St.Petersburg
such as available financial instruments for companies or potential local
partners. Then possible challenges of penetrating the market which do not
depend on the context or organization are studied. Below the authors have
described their findings from the area of companies financial burden
reduction, possibilities of creating strategic alliances with the local field players
and potential threats for entering the today Russian market of corporate
training.
4.1 Financial instruments for companies
The analysis of the financial instruments available in Russia for companies
which are paying for corporate education showed that there are no
preferences for buying personnel training from abroad rather than from a
provider located in Russia. On the other hand, there is no discrimination of
foreign educational institutions and Russian companies have equal financial
instruments for decreasing their expenses from the training in both foreign or
Russian institutions. These statements are valid for the Jyväskylä Institute of
Adult Education targeted groups of the personnel.
The researched financial instruments are available in the fields of:

government support: special programmes and grants

corporate taxation
29

corporate practices of education spending’s compensation at the
expense of the personnel
Grants and government support
According to the Strategy of economic and social development of
St.Petersburg till the year of 2030 (2014) adult education support and forming
of support system for life learning process, including support for corporate
programmes of personnel training and retraining, is among the government
priorities. However at the moment there is no financial support available for
front-in, service and middle management personnel. The exception is
corporate tax deduction which will be described in the next paragraph.
However there is an available government supported programme which
slightly intersects with the training offered by the Jyväskylä Institute of Adult
Education but the institute cannot benefit from it as according to the terms of
the programme only Russian higher educational institutions can participate as
educational providers. The initiative is The Presidential program of training of
young managers which has been working already since 1997. According to
the information on the official website of the programme (2014): high and
medium level managers of Russian companies (private, public and state)
preferably under 40 years old who already have higher education can be
chosen to participate in The Presidential program. The training in Russian
educational institutions within the state plan is conducted through three types
of educational programs:

Project-oriented educational programs (type A – advanced) which
covers professional retraining on “Economic and management”
competence (general volume of education is 550 academic hours);

Basic educational programs (type B – basic) which covers professional
retraining of specialists in one direction of “Economic and
management” specialities: management, marketing (general volume of
education is 550 academic hours);

Educational training programs (type Q – qualification) which covers
specialists’ training according to educational programs “Enterprise
development” or “Management in sphere of innovations” with an
30
orientation on the development of manager’s competence in the
creation or development of small and medium sized businesses,
including innovative sectors in economy (the general volume of
education is 120 academic hours).
(The official website of The Presidential program of preparation of the Russian
enterprises of national economy young managers N.d)
The education within the programme is financed by the federal funds (33
percent of the general cost), the regional budget (33 percent of the general
cost) and the employer (34 percent of the general cost).
Taxation
According to Article 264 of The Tax Code of Russian Federation company’s
expenses on personnel corporate training can be deducted from the
company’s tax base. The required conditions for decreasing the tax base are
listed below:

Training is made on the basic or additional professional education
programmes;

Training is made based on the agreement (contract) between a
company and an education provider;

An education provider is a Russian company which has a license for
this particular educational activities OR

An education provider is a foreign educational institution having an
appropriate / corresponding status.
Source: The Tax Code of Russian Federation, Article 264, part 3.
The other legislation act related to the personnel training costs is Federal Law
№ 212-FZ About insurance contributions to Pension Fund of Russian
Federation, Federal fund of obligatory medical insurance and territory funds of
obligatory medical insurance. According to Article 9 of the law personnel
training costs are not subject to insurance contributions. The only limitation of
the law is that the training is done on the basic or additional programmes in
accordance with state standards and requirements. (Article 9 of Federal Law
№ 212-FZ, “Practical accounting” magazine, 2012).
31
From the employee’s point of view it is very advantageous situation when a
company-employer compensates his or her training expenses not only
because of getting an additional value in the labor market on the account of
the employer but also getting real financial benefit on the income tax
deductions for the sums paid for his/her education. (“Practical accounting”
magazine, 2012).
Compensation of company’s education spending’s at the expense of its
personnel
Having low or no possibilities to get financial support from the government
from one hand and high need in personnel training from the other hand
companies create their own mechanisms of training expenses compensation
at the account of the personnel. (Discussions on corporate training in LinkedIn
group “HR-directors community”, 2014). Such mechanism can be making
agreements with newly recruited personnel to work for company a certain
amount of time, if this condition is violated by the employee then he or she has
to compensate the fully or partly the company’s spending for his or her
primary training. (Discussion “Why people trained on the account of a
company leave?” by Dinara Ismukhanova in LinkedIn group “HR-directors
community”, 2014) The other possibility is to tie the need of the compensation
to the employee’s working results which can be for example Key Performance
Indicators (Discussion “Personnel training – compensation possibilities” by
Irina Starovoytova in LinkedIn group “HR-directors community”, 2014).
However this mechanism could possibly work for the benefit of the Jyväskylä
Institute of Adult Education in case that employees will value their education
more than any other education provided on the market. This is a question on
reputation and marketing.
Summary
The overall picture of financing professional training can be seen from the
Figure 8. The most significant state support appears for the qualification
upgrade (presidential programme) and for learning new profession courses
(via unemployment office).
32
Figure 8. Sources of financing in lifelong learning in Russia in 2007
(Nikolaev, Chugunov 2012)
According to calculations made by Nikolaev and Chugunov (2012, 66) based
on the data of Central Bank of the Russian Federations the average spending
on personnel training depends on the company’s size and is times greater in
bigger enterprises rather than in small companies (Figure 9)
Figure 9. Average monthly costs for professional education per worker
in Russia in 2007 (Nikolaev, Chugunov 2012)
33
Summarizing the opportunity of using financial instruments for companies the
authors make a conclusion that there are no significant benefits for potential
customers in buying educational services from abroad in general and from the
Jyväskylä Institute of Adult Education in particular rather than from local
providers from the financial compensations point of view. However there are
no privileges for Russian institutions either in this area, if not to take into
account The Presidential program of preparation of the Russian enterprises of
national economy young managers which concerns very narrow layer of the
personnel. Bigger companies look more attractive for selling educational
services as they have greater budgets for corporate training and spent at least
five times as much money per worker in 2007 than the smallest companies.
4.2 Local partners
According to Kotler and Keller (2012, 106) strategic alliance with domestic or
multinational company is a way to complement or enhance company’s
capabilities and resources.
Doing educational activities in Russia requires obtaining a special license
(Federal Law №99-FZ, 2013). Forming joint venture or getting other kinds of
partnership or alliances will allow meeting local requirements.
According to Kotler and Keller (2012, 107) the most common types of
alliances are:

Product or service alliances: one company licenses another company
to produce its product or two companies jointly market their
complementary products

Promotional alliances: one company agrees to do promotion for
another company (for example consulting or audit company who
makes the personnel assessment can promote training company)

Logistic alliances: offering logistics services

Pricing collaboration: one or more companies join the pricing
collaboration and set special prices for each other’s customers.
34
Keeping in mind that wrong partners can cause many problems, the company
should put thoughts into finding right partners who will complement their
strengths and compensate their weaknesses. (Kotler & Keller, 2012, 107)
The strengths of The Jyväskylä Institute of Adult Education, which could favor
to alliances establishment:

Long history, financial stability (no or very low bankruptcy risk), good
reputation on the Finnish corporate training market;

Belonging to the Finnish education system which was acknowledged
globally as the best or one of the best in the world;

Location in the nearest abroad for the North-West region of Russia - it
might be attractive for the companies looking for internationally
acknowledged education for the personnel.
However there are also weaknesses to be potentially offset by the partner:

Having no license for working in education field in Russia. It might be
time and money consuming to get the license while having no
experience of working in Russia;

Having no or low awareness among potential customers in Russia;

Having no business networks in Russian corporate training market;

Challenging location for selling the services – no representation in the
market.
The list of companies who were noticeable and have achieved good
reputation in corporate training market of St.Petersburg according to the
version of Motton Pik rating agency is given in Appendix 1.
The platform for searching for the potential partners could be for example a
fair or an event for corporate training companies and their customers who buy
these services in Russia. The list of specialized events is provided in the
Appendix 2.
35
4.3 Threats
Thinking about the possible threats to entering the Russian market of
corporate training in the service business sector, the authors have looked into
the national risks which have been associated with Russia for decades
(political risks, legislational and administrative barriers) with new, recently
appeared national issues (patriotism) and, finally, factors which relate
particularly to the educational activities in St.Petersburg (laws and government
resolutions in the education field; points of Strategy in the economic and social
development of St.Petersburg, related to corporate training).
The threats were chosen based on the analysis of Russian and foreign online
media (BBC, Helsinki Times, Lenta.ru, Gazeta.ru, Rufabula), the authors’ own
observations of discussions on the Russian speaking social media, such as
Vkontakte, Facebook and LiveJournal, latest law-drafts by the Russian State
Duma, as well as globally measured indexes: Competitiveness, World Press,
Corruption Perception and Rule of Law Indexes of Russia. For the sake of
keeping the practical applicability of the study the authors have studied and
described briefly the main outcomes from the laws and government
resolutions on the educational activities in Russia.
Political risks
Traditionally in Russia, as in a country with low democratic values (state
dependant media, high level of corruption and the dominance of one person
as the political leader of the country for 14 years (World Press Freedom Index
2014, Corruption Perception Index 2013, BBC country’s profile N.d.) politics
and politicians play an exceedingly greater role in business. Current global
tensions around civil war in Ukraine and the role of Russia in it, also the
annexation of Crime peninsula by Russian Federation cannot be left away.
The series of sanctions against a number of Russian high-rang politicians and
companies which were taken under the command of the USA should also be
taken into account. The Russian response to the sanctions was simple but
overwhelming: an import embargo for a number of products from countries
who supported the sanctions made the world to talk about the second Cold
War (Helsinki Times, 28.08.2014, 3.09.2014, 5.09.2014).
36
Taking into account the issues and global factors mentioned above the
authors consider the political situation as a threat to starting new business
relations with Russia.
Legislation
The Russian legislation system appears to be

inefficient (see points 1.10, 1.11 of Figure 10);

not protecting well property and intellectual property rights (points 1.01,
1.02 of Figure 10);

dependent on and favoring the authorities (points 1.06, 1.07 of Figure
10).
Also considering unreliability of the police (point 1.16 of Figure 10) and high
level of organized crime (point 1.15 of Figure 10) the legislation system has to
be seen as a threat to doing business in Russia.
Figure 10. The Global Competitiveness Index of Russia, Institutions
fragment (The Russia Competitiveness Report 2011)
37
The other threat related to a legislation system is that it might become costly,
complicated, time consuming and not profitable as a result from following all
the regulations set by the Russian jurisdiction.
Consequently, according to the Federal law N99-FZ (Article 1, Clause 4, Item
3) the training/education providers working in Russia have to obtain a special
license. The regulations of licensing of an educational activity are set in the
Federal law N273-FZ (Article 91). And the practical procedures of licensing
educational activities are described in the Russian Federation Government
Resolution N966 “On the licensing of educational activities”. The procedure of
licensing is complicated, time consuming and might appear making any
operations in this sector worthless if the final costs of obtaining the license are
exceeding the financial limitations of the Institute.
The other regulations described in the Strategy of the economic and social
development of St.Petersburg till the year of 2030 may come in the nearest
future. According to the Strategy a unified citywide system of professional
qualifications certification should be established in St.Petersburg. The system
should include the educational and qualificational standards in various
professions.
These future standards might not correspond to the standards adopted by the
Jyväskylä Institute of Adult Education and might make the professional
training programmes of the Institute not applicable in the St.Petersburg
service sector.
Administrative barriers
Corruption is traditionally associated with doing business in Russia and
proved to be of a high level by the Competitiveness, Corruption Perception
and Rule of Law Indexes.
38
Figure 11. The most problematic factors for doing business in Russia.
(The Russia Competitiveness Report 2011)
Figure 11 shows that corruption is considered the most problematic factor for
doing business in Russia, and it has grown in 2011 compared to year 2005.
Inefficient government bureaucracy comes the next issue which could relate to
the case of the Jyväskylä Institute of Adult Education the most. But good news
about it that compared to years 2005-2006 it decreased in 2010-2011.
Currency risks
Currency risks relate to the existing trend of The Russian Ruble weakening
versus the Euro (Figure 12). As a result prices in Euro have become less
competitive for Russian companies getting their revenue with the Ruble as the
currency.
39
Figure 12. Ruble / Euro ratio September 2012 – September 2014
(European Central Bank 2014)
Hence a company planning into the Russian market has to consider the
current and future currency rates to make sure of keeping the prices
competitive. In case the trend will continue the price competition will be won
by local training providers or companies who are not tied to the currency
growing versus Ruble.
Patriotism
A new kind of threat to international relations appeared in Russia during years
2013-2014. The political crisis in the neighboring Ukraine in winter 2013-2014,
which has resulted in a revolutionary power replacement with the following
civil war in Ukraine, and the Crimean peninsula expropriation in favor of the
Russian Federation has had a great influence on the Russians. These events
combined with the heavy information attack of the Russian mass media made
many Russians proud of their country and government as they felt belonging
to a strong nation, seeing their president as a globally recognized authority
(RBC, 13.08.2014). The sanctions against Russian politicians and major
businessmen by the USA, which were supported by other strong parties made
many Russians feel personally insulted (Figure 13)
40
Figure 13. Russians are protesting against sanctions (Lenta.ru 2014)
The following response of Russian government in the form of some
agricultural products import embargo from these countries was taken by many
people with enthusiasm and gloating delight (Discussions in Vkontakte,
LiveJournal and Facebook 2014).
The “patriotic” trends are also reflected in lawmaking, The State Duma
activities and in a routine work of a number of state organizations in Russia.
Below are examples of “patriotically”-oriented law-drafts and initiatives:

A bill forbidding the use of foreign words in Russian speech (The State
Duma of Russian Federation, 06.2014)

A bill forbidding the adoption of Russian children without parents by
foreign citizens (The State Duma of Russian Federation, 12.2013)

A bill suggesting that news media receiving funding from abroad would
be treated as “foreign agents” (The State Duma of Russian Federation,
12.2013)
41

An initiative of The Federation Council about taking fees from those
Russian tourists who want to go abroad (Rufabula news, 08.2014)

An initiative of The Federation Council about forbidding the use of
foreign medicines in Russia (Gazeta.ru, 08.2014)
The conclusions about the growing patriotic feeling among Russians are also
drawn based on the authors’ personal observations of Russian speaking
social media and from personal conversations with Russians.
In the authors’ opinions this growing patriotic mood can also influence the
success of educational export to Russia.
5 CASES DESCRIPTION AND WITHIN-CASE
ANALYSIS
Although the education export activities are normally associated with an
organization rather than an individual, we have chosen individuals as the
cases for the research. The reasons for this choice are the following:

The need of understanding the phenomenon of education export from
Finland to Russia through the perspectives of those who have enacted
it (Simons, 2009, 69)

Education export is a relatively new phenomenon for Finland with very
few distinct transportable education services or products identified.
(Kumpulainen, 2011, 3) Those individuals, who have started from the
beginning of positioning Finnish education expertise as a product on
the global market eight-ten years ago, have gained more knowledge
and expertise than organizations in general. (from the interview with
Vuori K, manager of client relations in EduCluster Finland)

Education or development experts involved into the education export
from Finland to Russia are the carriers of valuable and unique
knowledge of the field, which hardly has been described in details in
the open sources.
42
However the individuals were chosen because they work for certain
organizations and occupy positions which allow them to be involved into
education export activities from Finland to Russia. Hence the organizations
are important for the research as they form the environment, define the
products and directions of export work for the experts. In other words the
organizations compile the contexts for the cases. The elements of the context
which define the case might be for example:

Educational or non-educational organization

If the organization is educational – what level of education it provides
(higher, vocational, basic)?

Private or state financed organization

Was the organization born to be international or did it first work for the
Finnish market only and then spread abroad?
The respondents’ expertise and knowledge about education export is the
phenomenon which is under the research. Hence we are not targeting to study
all the knowledge related to the professional activities of the interviewees,
neither are we striving to describe whole organization’s activities in education
export, as this would complicate the study and would hardly help us to answer
the research questions. Implementing embedded multiple case study analysis
(Yin, 2014, 54-58) we are studying a single component of experts’
professional experience – expertise gained for the education export
operations from Finland to Russia. Although Yin (2014, 55-56) warns the
researches from shifting the target of the study to the context side, giving an
example of studying entirely the employees rather than complementing the
study with the focus on an organizational level, we believe that for the purpose
of the current research the individual case approach will work the best.
Every respondent was recommended for an interview by at least one Finnish
education expert involved into the export from Finland to Russia or by the
research assignor. The only exception among the respondents who has not
gained reach experience of exporting education from Finland to Russia is
Person 3 ECF, Manager of clients relations in EduCluster Finland.
43
Below can be found brief descriptions of the cases: organizations giving the
contexts for the cases and Finnish educational experts playing the role of
individual cases. Descriptions include the interviews summaries, which are
structured in a similar way to ease the following cross-case analysis.
5.1 JAMK University of Applied Sciences
JAMK University of Applied Sciences (JAMK) is an international higher
education institution located in Jyväskylä, Central Finland. According to the
information of the official website it holds expertise in 8 different fields of
study. As it is stated on the website, JAMK is a “global partner whether you
want to develop individuals in your organization or an entire education system.
Furthermore, JAMK is an excellent partner in academic staff and student
mobility.” The excellence of mobility and international expertise is ensured by
a wide network of partners: more than 300 in 50 countries of Europe, Latin
and North America, Asia, Australia and Africa. At JAMK University of Applied
Sciences, internationalisation is part of all operations. Internationalisation has
been made one of the three targets of JAMK’s strategy in line with learning
quality and entrepreneurship. JAMK strives to be “the best university of
applied sciences in Finland at making its operating environment more
international.” The recognition of the university’s efforts for internationality
came in 2013 in a form of the award the EU’s 2013 Erasmus Award for
Excellence. According to the website of the university, “for JAMK,
internationalisation means hundreds of partners around the world, foreign
students and staff members, active student and staff mobility and numerous
international projects.” Key directions of international operations are
education, research and development and innovation activities. The
operations are performed together with other institutes of higher education
and companies within international projects, networks and double degrees. An
operating environment that strongly supports internationalization also attracts
foreign students and staff. JAMK’s Summer Schools annually gather together
both Finnish and international students. There are both Bachelor and Master
degrees which are taught entirely in English.
According to official information from the university’s website JAMK’s
education export has achieved success on several continents. This includes
the success of the School of Health and Social Studies in China, teacher
44
education in Kosovo by the Teacher Education of JAMK, as well as health
education exports to Kazakhstan together with the Federation of Universities
of Applied Sciences. JAMK and HAMK, Lahti and Laurea Universities of
Applied Sciences have formed a strategic alliance and have been cooperating in education exports to Kazakhstan since October 2012.
There are 8500 students and about 700 staff members in JAMK. Every year
JAMK attracts 350 international degree and 400 exchange students.
Head of Department, Global Business Management (Person 1 JAMK)
According to the LinkedIn profile of Person 1 JAMK he has been working as a
head of Global Business Management department in JAMK University of
Applied Sciences since the year 2003 – over eleven years for the time of the
current study. Apart from the other aspects of work as a Head of Department
of the University Person 1 JAMK has made an essential input to the success
of the School of business in exporting education and training to Russia
already over ten years. One of the significant customers of the School training
services from Russia is regional government authorities.
Interview with Person 1 JAMK
The interview with Person 1 JAMK was the first interview for the study and
took place in September 2014, in JAMK University of Applied Sciences. The
brief observation on the interview themes are given below.
Person 1 JAMK highlights the importance of personal relations and building
trust. According to his over ten years experience of cooperation in education
field with Russians any business is done based on good relations. Having a
good product is required but if there is no relations and trust it doesn’t help to
make a deal.
The next what comes in addition of building trust and relations with customers
is keeping the relations alive. It means that one has to invest his time into
contacting (giving calls, sending emails or might be also paying a visit)
potential customers even if there is no current projects or a business
perspective is not observed at the moment.
Person 1 JAMK emphasizes that the processes can take longer time that it
might be expected by a Finnish side. Fast deals are challenging due to the
45
specifics of doing business in Russia: built on relations and slow decision
making process.
Person 1 JAMK has no experience related to corruption in Russia, neither
Russian bureaucracy appears overloaded to him. According to Person 1
JAMK switching from cooperation projects to business deals was might be
one of the most challenging parts of the process. It also appeared to be very
hard to get projects funded by Russian authorities.
Person 1 JAMK sees the growing potential on the Russian market in the
healthcare educational field and vocational education. However the current
situation on the market he would characterize as “a big question mark in the
air”.
Project Manager (Person 2 JAMK)
According to the information from the website of JAMK University of Applied
Sciences and LinkedIn profile Person 2 JAMK has over 15 years of
experience of managing and planning educational and development projects
taking place in cooperation between companies and universities which include
various international projects (for instance Interreg, Leonardo and NCM). He
has several years of work experience from Russia and he is an active member
of board of Kaluga Region Innovation and Cluster Development Agency
(Kaluga region, Russia). In JAMK he has been responsible for trainings and
study visits for Russian business leaders and entrepreneurs for 10 years,
overall time of being involved in the activities of education export to Russia is
twelve years. Person 2 JAMK has good command of Russian language and
working culture.
Being another representative of JAMK University of Applied Sciences and
working tight with Person 1 JAMK, the previous interviewee, Person 2 JAMK
could be expected to give same answers for the same questions. However it
can be noticeable from the interview observation (given below) that he has
different from Person 1 JAMK’s answers points which make value for the
research purposes.
46
Interview with Person 2 JAMK
According to Person 2 JAMK when a Finnish educational institution goes to
Russian market in general and St.Petersburg in particular it meets tight
competition from internationally known players of global education market.
Hence he would recommend considering also other areas of Russia as
possible business arenas. Such Russian Far East and Northern territories are
developing fast at the moment. Western companies located in Russia and
Russian manufacturing companies appear to have certain needs in personnel
training.
As a previous respondent from JAMK already mentioned personal relations
are valued a lot by Russians also in doing business. However according to
Person 2 JAMK the younger generation which starts to appear more and more
at high positions in Russian companies and public sector organizations is
different. Younger generation of Russian managers behave similar to
European managers.
Among the challenges of education export from Finland to Russia Person 2
JAMK names corruption and a specific way of education development process
in Russia. Corruption can be seen when the initial budgets and funds which
have a specific target are significantly decreased when they get to their final
destination. An own way of education development appears in the attempts of
Russians to do everything by their own not employing the working models
which proved itself, like Finnish education system.
Person 2 JAMK believes that due to extensive using of European Union funds
for development education in Russia, Russia is not prepared to invest own
money into its education system.
5.2 EduCluster Finland
EduCluster Finland Ltd (ECF) is an expert organization specialized on
education export from Finland. ECF provides their customers around the
globe with tailored solutions designed and implemented in collaboration with
partners and Finnish experts. According to the website of the organization
ECF operates in the fields of education system reform, quality assessment
and performance development, professional development and teacher
47
training. They also provide short-term insights in the Finnish education
system.
The main geographical areas where ECF operates are the countries of
Gulf Co-operative Council, Asia, Latin America and Finland.
ECF is owned by University of Jyväskylä, Jyväskylä University of Applied
Sciences and Jyväskylä Educational Consortium.
Even though ECF is not currently specialized on education export to Russia, it
was chosen as a case as an organization whose main purpose is export of
Finnish education globally. The authors hoped to get insights of professional
education exporters from Finland who has these activities as main business
and main meaning of the organization.
Interview with Person 3 ECF
Person 3 ECF is currently occupying a position of Client relations manager in
EduCluster Finland. She has been involved with EduCluster network from
2006 when Education export was really new thing in the beginning 2006 and
there was a lot of people in central Finland who were against the idea. They
thought that Finnish education cannot be a product and we cannot sell it
abroad. Nowadays Person 3 ECF thinks it is already a very basic thing that
people understand that even educational institutions have to do some
business.
According to Person 3 ECF cultural differences have to be always taken into
account. Even the terms and concepts about education can be significantly
different in different parts of the world.
Person 3 ECF highlights the importance of delivering the best product tailored
particularly to the needs of every single customer. To create a product
meeting customer’s requirements the process of product development should
be mutual with a potential customer.
Been already mentioned by the previous respondents, personal relations and
trust play an important role in selling educational products. Person 3 ECF
recommends Finnish educational institutions entering a new market to create
48
a core group of market experts to release the process from the excess
complexity and to personify the business.
Unlike the other interviewees Person 3 ECF sees the challenges not only at
the Russian side but also from the Finnish side. Such as a very limited
educational human resource in Finland, who would be capable to deliver the
training abroad with anticipated level of quality. Also Finnish price level is seen
as too high by the Russian according to Person 3 ECF.
5.3 MIF Management Institute of Finland
The Management Institute of Finland (MIF) is part of the Soprano Group
headquartered in Helsinki, Finland. According to the website of the company
MIF is currently the largest leading Nordic training and consulting organization
with more than 67 000 professionals and executives from 52 countries around
the world participating in its programs each year. Its programs and services
portfolio is delivered by the industry’s top trainers and under the trusted
brands of MIF, Tieturi and Aspectum in Finland and Russia. MIF is striving to
combine management, communications and international operations
knowhow as well as information technology expertise. The target of the
company is to help both large and small organizations as well as individuals
develop their competences and skills leading to success in today’s complex
and competitive digitized world by the means of training and consulting,
including customized solutions, open courses, seminars, events, online
training sessions or personal coaching services.
Among the training and consulting services of MIF are for example the
following themes:

Management and leadership

International business development and globalization

Sales, marketing and CRM

HR management and development

Communication and interpersonal skills
49

Competence-based qualifications, certification programs and tests

ICT governance and risk management

Social enterprises and data management

Project management, processes, tools and productivity

Development, technologies and tools
In addition to general services MIF is specialized on the Russian market,
consulting companies how to succeed there. MIF helps to handle local
networking and business development. They provide service both in Finland
and Russia, where they have a subsidiary of the company in St. Petersburg.
The examples of tailor-made training sessions on are given below:

Business culture and habits

Communication and interaction skills (eg. Working with the Finns,
working with the Russians)

Management (in Russia)

Business skills development

Sales and Customer Service

Business study-tour programs in Russian in different sectors specially
tailor-made for groups
MIF offers their training for:

Finnish companies and organizations in Finland and Russia

Russian companies and organizations in Russia and Finland

International companies in Russia
According to the information from the website the subsidiary of MIF in St.
Petersburg is made to complement services offered by Finnish-Russian
Chamber of Commerce, Finpro and Finnvera.
50
Head of Russia operations (Person 4 MIF)
Person 4 MIF is Head of Russia operations in MIF, and is responsible for
business development activities related to Russia. Such as designing and
implementing customized competence development programs for Russian
and Finnish clients. Person 4 MIF’s career counts over fifteen years of
education export activities to Russia, including designing and managing
internships for Russian managers in Finland within the "Presidential program"
of Russian Federation. During the six years from 2006 till 2012, with the help
of Person 4 MIF nearly 300 Russian managers representing over 30 different
regions of Russia has passed the internship in Finland. The strategic
objectives of the Presidential program are:

To improve the quality of management of Russian enterprises up to the
international level

To establish international networks between for Russian middle and top
level managers.
Interview with Person 4 MIF
In the early days of her work in The Management Institute of Finland, they
wanted to help Finnish companies to succeed. Firstly they organized
education to Russian employees of Finnish companies which are operating in
Russia. So they mainly trained Finnish companies’ Russian staff, but also
some amount of international employees from other countries. According to
Person 4 MIF’s reflection on that their strategy haven’t fully succeed. Of
course they can also say that they have succeeded as the company is still
alive. But they have not reached their economic goals. They expected more
growth from markets. There are many reasons why they have not fulfilled
those goals. One of these reasons is economic situations in Russia and the
unpredictability of the economic. One reason also might be that Finnish
companies have not invested enough to Russian markets and because of that
results have been thinner than pre expectations.
Apart from the ideas repeated in each interview about the importance of
personalization in business with Russia and delivering a good product /
service as a key success factors, Person 4 MIF emphasizes the need to be
ready for flexible schedules which are common for Russians. Long waiting for
51
a response and then a very compressed period for doing work itself is how a
typical project with Russia looks like.
Person 4 MIF agrees with Person 2 JAMK that the Russians often do not
perceive the value of education in the same way as the Finnish do and with
Person 3 ECF that the price level in Finland is perceived by Russian as too
high.
Person 4 MIF emphasizes the role of viral marketing in Russia and sees one
of the main challenges in unpredictability of Russian government, Russian
economical and political situation.
5.4 PDGE Project Development Group Europe
Project Development Group Europe (PDGE) is a network of independent
consultants. According to the information from the company’s website PDGE
operates globally through an international network of highly skilled experts,
mainly senior-level consultants and trainers. PDGE is a member of the Future
Learning Finland network - a national education export programme, which
offers Finnish educational expertise and learning solutions globally.
Aside from a number of areas of expertise the company provides services for
building capacity for the Finnish education export. Methods of service delivery
are: training, coaching and organizational consultations. Examples of the
services within the education export direction are given below (source: The
website of Project Development Group Europe, 2014):

Support for institutional strategic processes and strategy revisions for
education export activities.

Target market analyses.

Contacts and networking for education export.

Call for Tenders- follow up service, West Balkans.

Local representation and charge of affairs, West Balkans.

Fact finding and partner finding operations, West Balkans and Russia.
52

Support for resource allocation of and education export; funding source
analyses, risk analysis.

Compiling localized marketing project portfolios

Export project planning and support for preparing the necessary
funding applications.

Ensuring personnel capacity; international cross-cultural work;
institutional competences required in education export, communication
and interaction skills.
As they say about themselves PDGE is “a consortium of top-level independent
experts in the fields of evaluation and Project Management, aiming at
implementation of high quality project services: project preparation,
background research and reporting, project management and coordination,
project evaluation and impact assessment.” (The website of Project
Development Group Europe, 2014)
CEO, Company Owner (Person 5 PDGE)
Person 5 PDGE is the CEO and the owner of PDGE. According to her profile
in the PDGE’s webpage she is an internationally recognized expert in project
management, trainer in project management and expert in development and
implementation of train the trainers – programs in project management. Due to
Person 5 PDGE’s professional and educational background of more than 20
years in the field of adult education, she has in-depth understanding of adult
education, adult’s training, modern learning concepts and capacity to
implement the best practices of the world leading Finnish system of education.
Interview with Person 5 PDGE
By rector as an original profession is rector Person 5 PDGE has started to
develop cooperation with Russia 25 years ago. Ten years ago she became an
entrepreneur. In the beginning of her career she has mainly worked with
Russian Republic of Karelia area. In the early days it wasn’t an education
export if to define education export as a process with a buyer and a seller. In
education export the question is all about who is paying? It hasn’t been always
like that exporting education would have been a commercial activity.
53
Person 5 PDGE doesn’t have experience from other parts in Russia than exLeningrad present St.Peterburg and Republic of Karelia. Based from her own
experiences she is commenting only on these regions.
According to Person 5 PDGE choosing exporting business model with care is
crucial. Have to be mentioned that long-term strategy with many alternatives rather
than putting all the efforts into a single project worked better for Person 5 PDGE.
She also highlights flexibility of schedule while doing business with Russians
and unpredictability of the market. According to Person 5 PDGE it is not worth
of to start exporting with small volumes and the business field has to be chosen
mindfully. Such as an example of not so suitable business field in Russia as a target
for training was given construction with its very cheap labor force and energy
sources.
Development program report: Education export cluster in South-East
Finland – exporting vocational training to Russia
PDGE and Person 5 PDGE in particular have participated in the development
of the programme for creating education cluster in South-East Finland. The
report of the programme has been issued in December of 2013 under the
initiative of Kouvola Innovation Oy. Since 2009 Kouvola Innovation Oy has
being prepared South-East Finland cluster model and cooperation network to
build education export business for that area. To clarify this cluster idea and to
visualize targets for the future Kouvola Innovation Oy has ordered a
development program report from a group of professionals who have
experience of education exporting know-how. Report has been written during
the year 2013. Group members and the authors of the report were Person 5
PDGE from PDGE Project Development Group Europe Oy, Grigori Dementjev
from EduStroi Finland Oy, Jarmo Kinnula and Virve Obolgogiani from ComDe
Oy.
Apart from the other aspects of entering Russian market with education
products from Finland there were challenges of education export described in
the report. Such, the authors believe that in the year 2013 in South-East
Finland the following challenges related to the education export took place:

weak export products development
54

lack of resources, both people and finance: only little amount of
Finnish experts who is capable to train foreign people and no
permanent reserved budgets for education export activities

lack of expertise, weak understanding of international markets and
sales

challenges related to distortion of competition and confusing situation
of education export in Finland at the moment

building networks and business models

attitudes to education export and legalism
According to the report the largest education export challenges from the
mentioned above are the organization's resourcing of the education export
operations and lack of international sales and marketing expertise, as well as
funding of market researches.
More research on the Russian side needs, types of potential customers and
corresponding education products can be found from the report.
The report is not seen as a separate case to observe but as a complement to
the interview with Person 5 PDGE.
In the following chapter the authors attempt to answer the research question
with the help of cross-case analysis and taking into account also the results of
desk-study.
6 CROSS-CASE ANALYSIS. ANSWERING THE
RESEARCH QUESTIONS
In the current chapter the authors attempt to answer the research questions
by implementing cross-case analysis. For the sake of analysis the authors
threw their attention to the ideas which were repeated by different
respondents. Then the ideas were divided into three categories which
correspond to the research questions: key success factors (of education
export from Finland to Russia), main challenges (of education export from
Finland to Russia) and enablers (of education export from Finland to Russia).
55
Finally it was counted how many times the idea or phenomenon was
mentioned by different interviewees, some word or word combination
describing the idea the best was associated with it and the data were listed in
the tables, starting from the most often repeated ideas to the ideas which were
mentioned only in one interview or report. We have considered using
elements of quantitative content analysis appropriate for the sake of the
present qualitative research, as the point was not to exclude some findings
which haven’t gathered enough voices, but to structure the findings and take
into account also ideas which were outspoken even once, as it could be
valuable for the assignor and for the research purpose. Also the research
methodology literature allows combining quantitative measures doing
qualitative case study research. (Simons, 2009, 33-34)
Below the cross-case analysis will be implemented in the context of answering
the research questions and summary will be given considering also the
outcomes of the desk study.
6.1 Key success factors
In this chapter are gathered the findings from the interviews which help to
answer the research question: “from the practical point of view what are the
key success factors of education export from Finland to Russia?” Then these
outcomes are compared to the desk research results.
The main ideas related to the success factors of education export from the
respondents’ interviews are given in Table 1.
56
Table 1. The ideas about key success factors for the education export
from Finland to Russia
The word or
Who talked about it and in what context
word
combination
Relations,
Person 1 JAMK: relations go before business
personalization
Person 2 JAMK: you have known somebody who knows
somebody and they can give recommendation to you to
contact, but new generation is different
Person 3 ECF: The same person has to handle negotiations
within a project
Person 4 MIF: personal relationships are emphasized in
Russia very much
Person 5 PDGE: The most important thing is to maintain
good relationship with Russians regularly
Persons 1 and 2 JAMK, Person 4 MIF, (Päivi K.): It is worth
of effort to maintain relationships also during poor times
Good product
Person 1 JAMK: Russians are rather careful buyers, they
want to have a good content
Person 2 JAMK: Of course there have to be a good product
and good ability to deliver it
Person 3 ECF: Product should serve customers’ needs;
developing a good product meeting the requirements of a
particular customer is a crucial phase
Person 4 MIF: Customer has to feel that he will get extra
value with buying the service
Person 5 PDGE: One of the key factors is a saleable
product
The table will be continued on the next page
57
Table 1. The ideas about key success factors for the education export
from Finland to Russia (the continuation)
The word or
Who talked about it and in what context
word
combination
Trust
Persons 1 and 2 JAMK: trust is one of key success factors
Person 3 ECF: At the end it is really much about making
some personal connection and trust
Patience, long- Persons 1 and 2 JAMK: decision making and many other
term strategy
things take time
Person 5 PDGE: taking long-term strategy in use
Knowing right
persons
Person 1 JAMK: the first step is knowing right persons
Person 3 ECF: the core “export” group in the Finnish
institution have to understand the culture and who are the
right persons to talk to from the Russian side
Person 5 PDGE: firstly you have to know buying customer.
That is the phase number one.
Ready for non-
Person 4 MIF: If they are waiting for crucial information from
schedule
Russian partners, they usually get it at the last minute
Person 5 PDGE: Schedules in Russia are flexible
Summarizing the data from Table 1, it can be concluded that personal
relations and having a good product which adds value and meets customer’s
requirements are the most crucial points in education export to Russia. All the
experts say that the both factors are crucial, and they have to complement
each other. Having a good product but no relations will not help doing
business in Russia. From the other hand having relations but no product
which serve customers’ needs will not lead to the deal. Also Person 1 JAMK,
58
Person 2 JAMK and Person 3 ECF emphasize the importance of building trust
not just cold business network.
All the respondents who have an expertise on Russia highlight that to keep
doing business in Russia one has to invest time into keeping relations alive. It
is worth of effort to maintain relationships also during poor times; for example
Heikki believes that at the moment when economic situation is not so good in
Russia it would pay back to build and enforce contacts network. The reason
for that is that it takes time to build trust and when the better time come,
people will remember that they were not forgotten during the crisis period.
Persons 1 and 2 JAMK and Person 5 PDGE believe that long-time strategy
works better with Russia. Quick deals are challenging because business come
after getting knowing right people (Person 1 JAMK, Person 3 ECF, Person 5
PDGE), building trust (Persons 1 and 2 JAMK, Person 3 ECF) and slow
decision making procedures in Russia (Person 1 JAMK). Although Person 3
ECF believe that companies are relatively fast decision makers comparing
with country’s authorities representatives. Both Person 4 MIF and Person 5
PDGE warn that schedules do not work in Russia hence the Finnish side has
to be ready to work fast (after a long period of uncertainty).
Some of the respondents give the cue to let the Russian side to take care of
their own bureaucracy not to make it a bigger obstacle for the business than it
can be.
Both representatives of JAMK consider that it is quite easy to establish
cooperation with Russian institutions which doesn’t involve business relations.
Person 1 JAMK thinks that it could be a smother way of starting business –
implementing projects where money is not involved.
6.2 Challenges
In this part of the chapter the authors are striving to find the answers for the
research question: “What are the challenges involved into an education export
process from Finland to Russia?” from the experts’ interviews. The part of this
question about enablers of education export to Russia is left for the next
chapter.
59
In the Table 2 could be found respondents’ thoughts about the challenges
which are summarized and grouped by a related word or word combination.
Table 2. The ideas about challenges for the education export from
Finland to Russia
The word or word
Who talked about it and in what context
combination
Economic
Person 2 JAMK: the biggest challenge at the moment is
decline
economic situation
Person 1 JAMK: overall economic situation in Russia has
not developed in a positive way lately so also the speed
of growth has slow down.
Person 4 MIF: unpredictability of Russian economic and
political situation at the moment is one of the greatest
challenges
Person 5 PDGE: A great challenge was the devaluation
of the ruble in year 1998
Politics
Person 2 JAMK has had some very potential customers,
but because of some “hobbies” of the Russian leaders it
didn’t work out.
Person 1 JAMK: if the story (in a political arena) continues
in a negative way that might also affect business in a
negative way
Person 4 MIF: The biggest challenge is the
unpredictability of Russian government, economic and
political situation at the moment
The table will be continued on the next page
60
Table 3. The ideas about challenges for the education export from
Finland to Russia (continuation)
The word or word
Who talked about it and in what context
combination
Unpredictability
Person 4 MIF: The biggest challenge is the
unpredictability of Russian government, economic and
political situation at the moment
Person 5 PDGE: commercial activities in Russia a bit like
gambling in casino: you need to have chips
Finnish prices
Person 2 JAMK: If universities in Russia will do some kind
of training they will buy it somewhere from Russia
because it is cheaper
Person 3 ECF, Person 4 MIF: Prices for education (and
living costs – Person 4 MIF), which are normal for Finland
are perceived as very high by Russians
Spoilt with funds
Person 2 JAMK, Person 4 MIF: Russia is spoilt with EU
funds and doesn’t want to invest own money into
education import
Commercializatio
Persons 1 and 2 JAMK: easy to make cooperation,
n
difficult to make business out of it
Lack of Human
Person 3 ECF, PDGE report: there is a lack of human
resources in
resources in Finnish education who is capable to provide
Finland
expected quality education abroad
Lack of expertise
Person 3 ECF, PDGE report: there is a need for training
and developing the expertise on Russian market and
sales
The table will be continued on the next page
61
Table 4. The ideas about challenges for the education export from
Finland to Russia (the end)
The word or word
Who talked about it and in what context
combination
Lack of vision of
Person 2 JAMK: They don’t have an idea, that let´s buy
getting additional
the best thing in the world to develop their educational
value from
system. They do it more like themselves from their usable
buying education
budgets.
Person 4 MIF: in further regions of Russia they don’t see
the value of education provided by Finland
Tight competition
Person 2 JAMK: Finnish institutions have to compete with
globally known universities with high reputation,
Persons 1 and 2 JAMK: St. Petersburg is close to Europe
and competition is hard there
The beginning
Person 1 JAMK: the biggest challenge for Matti has been
phase
the phase in the beginning: to learn to know the right
people.
Person 5 PDGE: In the first place you have to know who
is a buying customer, it doesn’t make sense to come to
Russia not knowing who is your customer
Corruption
Person 2 JAMK: If there is a budget for developing
something for 1 million Euros, some part of that money
will disappear somewhere.
As can be seen from Table 2 there are many challenges of entering Russian
educational market experienced by the interviewees.
All the respondents involved into business operations with Russia see the
economic decline currently and in general as one of the biggest challenges. It
62
is also tightly connected to the political side and unpredictability of Russian
government and the situation development. Person 5 PDGE compares doing
business in Russia with playing in casino. Although this compartment shows
that it is very risky it also gives the strategy for entering Russian market: “you
have to have chips”, or in other words if one project fails there have to another
one to continue playing. These outcomes go in line with the results of the
authors’ desk-research (political and currency related risks).
Finnish price level for education also appears to be quite high for Russian
customers. From Person 3 ECF’s experience Russians perceive prices for
education which are normal for Finland as too high. Heikki believes that in
many cases Russian institutions will prefer to buy training from local providers
because of the prices. Person 4 MIF has mentioned also that not only price of
the training but living costs in Finland are perceived as very high by many
Russians.
Partly because of the prices perception as too high and also because of
availability of EU funding Russian organizations got used to get some financial
support from Europe for importing Finnish education (Person 2 JAMK, Person
4 MIF).
As it was noticed by many respondents it is very challenging to get
commercial projects with Russian side, though it is easy to cooperate
otherwise, when money are not involved. Person 2 JAMK and Person 4 MIF
also speak about perception of education value by Russians. Person 2 JAMK
has mentioned that they tend to attempt developing some education models
by themselves rather than buying already existing and working know-how from
Finland. Person 4 MIF has noticed that in Russian regions which are located
further from Finland do not see the additional value which can be obtained via
education from Finland. Person 5 PDGE has also observed than in some
business sectors in Russia, such for example in construction, the prices for
the labor force and energy is so cheap that they would not spend money for
expensive education.
Person 1 JAMK highlights the challenge of entering Russian market. He
believes it could easily take several years just to know the “right” people. This
63
statement goes in line with Person 5 PDGE’s opinion that before going to
Russia one has to know who is a paying customer.
Tight competition on corporate training market, which is especially significant
in St.Petersburg due to its proximity to Europe is another challenge of entering
and staying on the market.
Although corruption was perceived as the most problematic factors for doing
business in Russia according to The Russia Competitiveness Report 2011
(Chapter 4.3 of the present research) it was mentioned by only one
respondent as a refraining factor of growing in Russia.
Also from the Finnish side challenges could be found. Such as poor human
recourses capable to deliver training of expected quality abroad from Finland.
Also lack of expertise on international marketing and sales were highlighted by
Person 3 ECF and in the Development program report by Person 5 PDGE and
other authors.
Quite surprisingly for the researchers, bureaucracy and culture differences
were not perceived as challenges worth of focusing on by the respondents
who has been doing business with Russia. However they highlight some
specifics of working in Russia which have to be taken into account. These
aspects are:

building relations before doing business,

long process of decision making in Russia

flexibility of schedules and last minute decisions

building trust between counterparts

knowing “right” people for business
Also Russian legislation has never been mentioned as a challenge unlike
Finnish legislation with restrain the education export from Finland much
according to Person 2 JAMK, Person 4 MIF and Person 5 PDGE. Hence it
probably requires of just getting familiar with and taking that into account while
doing business with Russia.
64
In the next chapter the authors draw their attention to the potential enablers
(like government support and funding) for education export to Russia.
6.3 Enablers
In this part of the chapter the authors are striving to find the answers for the
research question: “What are the enablers (like government support and
funding) of education export to Russia?” In Table 3 the mentioned in the
interviews issues are summarized. Also a great part of the desk research was
devoted to the government support of corporate training in Russia and main
findings of that are summarized below.
Table 5. The ideas about enablers for the education export from Finland
to Russia
The word
EU funds
Who talked about it and in what context
Person 2 JAMK, Person 4 MIF: EU funds are involved in
many cases of education export to Russia
Tenders, offer
Person 1 JAMK: JAMK has participated in offers
competition
competitions, sometimes successfully, sometimes not
Russian
Person 1 JAMK: Russia was funded well at certain
government
periods of time, however it was extremely challenging to
funds or regional
get commercial projects with Russian public sector
public budgets
organizations
Person 2 JAMK: a great part of these funds disappear
before reaching the target destination
Person 4 MIF. has been implementing internship part of
Russian managers studying within Presidential
programme
65
Although EU funds appeared to be an important component of education
export operations to Russia it was not a subject for the current research. So
the authors left this part away from the precise studying. Tenders and offer
competitions could also be sponsored either by world development
organizations (such as World Bank or others) or by Russian government. The
authors did not found the tenders from Russian government which would be
going on at the moment of the research writing. Also the point about Russian
government budgets that a great part of these funds disappear before
reaching the target destination (Person 2 JAMK).
Russian Presidential programme which MIF and Person 4 MIF have been
involved into has been described in details in Chapter 4.1. Also such
instrument as tax deductions and compensations of spending on corporate
training at the expense of employees were described in Chapter 4.1.
Based on the interviews and desk research results the authors conclude that
there is very little government support for the purpose of corporate training in
Russia.
7 DISCUSSION
In the discussion part of the research the authors have observed the progress
on achieving the saturation point, described some limitations and possible
applications of the study and gave some recommendations to the assignor of
the research based on the study results.
Considering the limitations and applicability of the study the attention was paid
to the time perspective, the business field of the research final user and to
some aspects of the research method.
The recommendations were given to the assignor of the research – The
Jyväskylä Institute of Adult Education based on the desk-research and cross
case study analysis.
7.1 Recommendations
In this chapter the authors are going through the results of the research and
giving their recommendations to the research assignor – The Jyväskylä
66
Institute of Adult Education – what to take into account while entering the
Russian market of corporate training.
The first success factor to be mentioned on doing business in Russia is
personalization. For The Jyväskylä Institute of Adult Education it would mean
the need to form a core group of experts who will develop the export to Russia
direction. Same people have to be in contact with the Russian party. As it was
constantly emphasized by the interviewees personalization is an important
part of the game. And the other aspect of personalization is viral marketing or
the possibility to get new contacts (deals) by the means of getting
recommendations / feedback of the previous customers. It appears to be an
important factor for The Jyväskylä Institute of Adult Education as they would
need a wide network of customers (not just few) for achieving economic
targets. Hence it could be recommended to pay special attention to getting
and putting in use recommendations or might be also new contacts from the
received customers. Possibly some references and leads managing system
should be created to handle them effectively. For example: asking for the
leads from the existing contacts, collecting them in a certain site and handling
these leads regularly – finding an opportunity to be introduced or otherwise
get personally familiar, sending news reviews, congratulations and greeting for
Russian holidays and birthdays (if known), surely not forgetting also those
potential or existing customers who has been already met.
As it was noticed by the interviewees who holds an expertise in Russian
education and training market, the long-term strategy works better there,
because of low possibility to get quick deals, extensive flexibility of Russian
schedules, and unpredictability of political and economic situation in Russia.
However as some of the respondents highlighted poor times is not a reason to
quite the communications and leave the market. Also as it was mentioned by
Person 1 JAMK the beginning phase can last surprisingly long time due to the
challenge of getting first contacts on the market.
It would be meaningful to focus on the business fields where the labor force
available in Russia is relatively expensive, so that it would pay back for
employers to invest in its training and retention.
67
Developing products which meets requirements of Russian potential
customers and give an additional value for their business activities would be
another core aspect for the institute. As it was told by Person 3 ECF the final
products could be elaborated in cooperation with the customer but some offer
should be ready as a starting point.
It is under the control of The Jyväskylä Institute of Adult Education to obtain
an expertise on marketing and sales in Russia, by hiring experts or training
own employees. Also the personnel who will be directly involved in training
delivery to the Russian should be selected carefully.
The alternative of entering the market by other means rather than entirely on
its own could be for example using agents’ services to get first deals and
contacts. Cooperation with other Finnish education organizations who are
successfully selling education to Russians and whose services JAO could
complement would be another option which could make penetrating the
market smoother. It might be also a possibility to implement non-commercial
of EU funded projects involving Russian educational institutions or other public
organizations. But the potential benefits for The Jyväskylä Institute of Adult
Education should be estimated carefully – would it give leads or relevant
references for further commercial projects or potential customers from the
private sector? Getting strategic alliances with Russian educational
organizations would be the way to eliminate difficulties with Russian
bureaucracy and potentially to help in finding customers if the institute will be
able to deliver the additional value and complement the area of expertise of
the Russian organization.
7.2 Achieving the saturation point
The authors have applied the method of comparative case analysis, and
cross-case analysis to answer the research questions. Implementing
replication logic for selection of the respondents five interviewees were
chosen as cases. Each respondent (case) was recommended by at least one
participant of the research (expert) or by the research assignor. Due to these
principles of careful choosing the experts for interviewing every interview was
particularly informative, and has given an additional value for the research.
However the area of the research (success factors, challenges and enablers
68
of education export from Finland to Russia) is quite specific and there are
many factors which are repeated from one to another interview. In the Table 4
is shown the process of achieving the saturation point through studying the
interviews and the reports of the case companies, showing the amount of new
(not repeated) ideas from every new interview. As it can be seen from Table 4
the amount of the new information gotten with the every new interview is
decreasing. Most of the ideas related to the research questions from the fifth
interview were already said by someone in the previous interviews. Hence the
authors can conclude that saturation point is achieved and no more interviews
are needed.
Table 6. Saturation progress during the interviews
Person 4 MIF
Person 5
Person 1
Person 2
Person 3
JAMK
JAMK
ECF
The importance
Younger
Need to know
Unpredictabilit
It is not worth
of personal
generation is
culture and
y of Russian
of to start
relations and
different
make sure of
government
exporting with
trust
same level of
Corruption
understanding
Keeping the
contacts alive
Economic
situation
Long process
Competing
No bureaucracy
with global
problem
known
institutions
St.Petersburg is
tight
Limited human
Finland
impossible
exporting
business
Viral
Spoilt with EU
inside
institution
Product
switch from
Need for
training
the potential
construction
customer
and
manufacturing
model with
care
Focus group
together with
projects funded
choosing
marketing
Difficult to
Very hard to get
almost
resource in
development
business
small volumes
Scheduling is
Finnish prices
are perceived
as too high
money
cooperation to
PDGE
Construction is
not so
attractive area
in Russia for
the purpose of
selling
education
69
Person 1
Person 2
Person 3
JAMK
JAMK
ECF
by Russian
workers +
authorities
western
Person 4 MIF
Person 5
PDGE
companies
Content is
important
Far East and
North are
Question mark
in the air
Healthcare and
vocational
education –
growing area
developing
regions
They don’t see
the value of
buying
education
In the following sub-chapter the limitations and applicability of the study will be
observed.
7.3 Limitations and applicability of the study
In this chapter the authors attempted to look objectively at their study and
discover the limitations of the research done. Most of the limitations were
caused by the time frames and although Irina has been involved personally
into some education export operations between Finland and Russia, we
cannot pretend to have full expertise and insights of the topic. Some areas of
limitations are described below.
The study was focused at the current moment and might be false for the future
time. The changed environment should be observed carefully to apply the
results of the study in the future.
The results of the study can be applied not only to The Jyväskylä Institute of
Adult Education but to any other educational institution of Finland who is
striving to develop commercial activities in Russian market. To some extend
the results about successful factors and challenges are also applied to any
business providing servicing and entering the Russian market.
70
As it is highlighted by many authors the variety of sources is one of the key
attributes of the case study research method (Creswell, 2007, 79; Yin, 2014,
118). In the current study the authors have made a desk-research before
collecting the data from the interviews. The pre-research has included
studying the current economic and competitive situation on the market of
corporate training in business sector of St.Petersburg, as well looking for
possible enablers such as government support for education export activities
from secondary data, also attempting to forecast potential threats of entering
Russian market, which compile a specific group of challenges. In addition to
that we have studied the websites and available documents issued by the
organizations and/or individual experts participated in the research to enforce
or complement the findings from the interviews. The biggest part of the deskresearch was done before collecting the data from the interviews. Partly it is
caused by inaccessibility of the respondents for the interviews during summer
months: the whole thesis was done during June-October 2014, while the
interviews were taken between 10.09 and 29.10.2014. This approach has
allowed us to dive into the topic before the interviewing, so we could prepare
better questions and get more sense out of the interviews. From the other
hand if we would do the desk-research after the interviews we would look for a
bit different set of data. We believe that lack of multiple sources of collecting
information for particular cases was one of the most significant limitations of
the study. We tried to compensate it by the variety of the cases, collecting
information from different sources (respondents) to build more valid and
valuable conception. Also Yin (2014, 56-57) argues that multiple studies
should be preferred over single-case studies if the resources are achievable.
Earlier research on the topic is often recommended as a secondary data
source. (Kumar, 1996, 124) We have to confess that we haven’t used it
effectively and that otherwise it could bring more value to the study. The
reason of this limitation was tight time-frames for the research and the
priorities of the authors: we have considered up-to-date first-hand information
from the current education experts having more priority for the research.
71
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(в части запрета усыновления российских детей иностранными
гражданами, не являющимися родственниками ребенка)» (State Duma of
Russian Federation, Bill “On making changes in Family Code of Russian
Federation (related to a ban of adoption of Russian children by foreign
citizens, who are not the child’s relatives). 2013. Issued on Dec. 2013.
Accessed on 21 August 2014.
http://asozd2.duma.gov.ru/main.nsf/%28SpravkaNew%29?OpenAgent&RN=3
99590-6&02
75
Государственная Дума РФ, Законопроект «О внесении изменений в
Федеральный закон "О средствах массовой информации"
(в части повышения открытости деятельности средств массовой
информации, получающих финансовую и иную поддержку из
иностранных источников)» (State Duma of Russian Federation, Bill “On
making changes in Federal Law ”About media” (related to increasing the
openness of the media receiving financial and other support from foreign
sources). 2013. Issued on Dec. 2013. Accessed on 21 August 2014.
http://asozd2.duma.gov.ru/main.nsf/%28SpravkaNew%29?OpenAgent&RN=1
77445-6&02
Индекс конкуренции регионов – полюса роста России AV-RCI (Regional
Competition Index – growth poles of Russia AV-RCI). 2013. N.d. Website of
AV-Group. PDF file. Accessed on 21 August 2014. http://www.avgroup.ru/files/AV_RCI.pdf
Лечиться по-советски. (To be treated in a Soviet way). 2014. Article on
Gazeta.ru website on 08 August 2014. Accessed on 21 August 2014.
http://www.gazeta.ru/social/2014/08/08/6166633.shtml
Налоговый кодекс Российской Федерации (The Tax Code of Russian
Federation). Accessed on 21 August 2014.
http://base.garant.ru/10900200/34/#block_264
Постановление Правительства Российской Федерации N966 «O
лицензировании образовательной деятельности». (Russian Federation
Government Resolution N966 “On the licensing of educational activities”) on
Oct 28, 2013.
Расходы на обучение работников: особенности налогообложения.
(Taxation particularities for personnel training expenses). 2014. Article on
Журнал «Практическая бухгалтерия» (“Practical accounting” magazine)
website on Aug 14, 2012. Accessed on 21 August 2014.
http://www.buhgalteria.ru/article/n64717
Российских рабочих будут готовить с привлечением зарубежных
экспертов (Russian workers will be educated with the help of foreign experts).
Article in the website of The Ministry of Education and Science of The Russian
Federation on Apr 4, 2014. Accessed on 28 September 2014. http://xn-80abucjiibhv9a.xn-p1ai/%D0%BD%D0%BE%D0%B2%D0%BE%D1%81%D1%82%D0%B8/406
8
Стратегия экономического и социального развития Санкт-Петербурга на
период до 2030 года (Strategy of economic and social development of
St.Petersburg till the year of 2030). 2014. N.d. Government of St.Petersburg.
Accessed on 28 July 2014. http://spbstrategy2030.ru/
Тренинговые компании Санкт-Петербурга (Training companies of
St.Petersburg). 2014. Rating on website of MottonPik rating agency.
Accessed on 02 October 2014. http://www.pikstudy.ru/treningovye-kompaniispb.html
76
Федеральный закон N 99-ФЗ «О лицензировании отдельных видов
деятельности», в редакции Федерального закона №185- ФЗ от 02.07.2013
(Federal Law №99-FZ “On licensing certain types of activities”, as amended
by Federal Law №185-FZ of 02.07.2013)
Федеральный Закон N 273-ФЗ «Об образовании в Российской
Федерации», Министерство Образования и Науки Российской Федерации
(Federal Law №273-FZ On Education in Russian Federation). 2013. N.d.
Ministry of Education and Science of Russian Federation
Федеральный Закон № 212-ФЗ (ред. от 04.06.2014) "О страховых взносах
в Пенсионный фонд Российской Федерации, Фонд социального
страхования Российской Федерации, Федеральный фонд обязательного
медицинского страхования и территориальные фонды обязательного
медицинского страхования» (Federal Law № 212-FZ About insurance
contributions to Pension Fund of Russian Federation, Federal fund of
obligatory medical insurance and territory funds of obligatory medical
insurance). 2014. N.d. Federal Law of Russian Federation as amended on
June 6, 2014
Электоральный рейтинг Путина за полгода вырос вдвое (Electoral rate of
Putin has double during half a year). Article on News Agency RBC website on
Aug 13, 2014. Accessed on 21 August 2014.
http://top.rbc.ru/politics/13/08/2014/942514.shtml
77
APPENDICES
Appendix 1. Companies providing further
occupational training in St.Petersburg
Table 7. Training companies of St.Petersburg (MottonPik rating agency
2014)
Rati
ng
posi
Name and website
Geography
Specialization
Экватор
St.Petersburg
Management,
Works
from
tion
1
2004
leadership, emotional
http://www.eqspb.ru/
Intellect, business
communications, soft
skills development
2
Тренинговое
St.Petersburg
Programmes are
агентство "Мастер-
individual for different
Класс"
customers
2002
www.masterclass.spb.ru
4*
Exiclub
Moscow,
Trainings for managers
No
St.Petersburg
and organizations
informati
http://exiclub.ru/
5
ICN Holding
on
St.Petersburg
Investments, finances
No
informati
http://www.invest-life.ru
6
InConte
on
St.Petersburg
Professional personnel
development
http://incontespb.ru/home/
2004
78
Rati
ng
posi
Works
Name and website
Geography
Specialization
Lico
Moscow,
Sales, management
No
St.Petersburg
training, personnel
informati
assessment
on
MBA, business school
No
from
tion
7
www.lico.ru
8
Moscow Business
Moscow,
School
St.Petersburg,
informati
other cities
on
http://mbschool.ru/
9
Pavlovsky Roman
Moscow,
Consulting, recruiting,
Consulting Group
St.Petersburg,
personnel training
2009
Tula
http://pavlovskyroman.c
om/
10
PROБИЗНЕС
Moscow,
Managers, sales,
No
St.Petersburg
negotiations trainings,
informati
other
on
Management, sales
1999
Seminars for top-
No
managers, middle-
informati
managers and HRs
on
Management, sales,
No
negotiations, business
informati
games, purchasing
on
Investments, finances
No
www.pro-business.su
11
RECONT
Moscow,
St.Petersburg
http://recont.ru
12
АГО Консалт
St.Petersburg
http://www.agoconsult.ru/
13
Академия Роста
St.Petersburg
http://www.ac-ro.ru/
14
Альт-Инвест
Moscow,
St.Petersburg
informati
http://www.alt-invest.ru
15
АТК - Ассоциация
on
St.Petersburg
Team building,
No
79
Rati
ng
posi
Name and website
Geography
Specialization
Works
from
tion
тренинговых
customer service, goals
informati
компаний
setting, HR, real estate
on
management, others
http://www.atkspb.ru/
16
Вектор Успеха
St.Petersburg
www.topleading.ru
17
Гардарика
St.Petersburg
Customer service,
No
sales, goals achieving,
informati
change management
on
Effective teams, sales,
2000
top-managers, conflict
www.gardaricka.com
19
Лиона
management
St.Petersburg
http://www.liona.spb.ru/
20
Мастерская Михаила
St.Petersburg
Розанова
Effective management,
No
effective service, HR,
informati
team-building, others
on
Time management,
1997
sales, conflict
management, others
http://mikhailrozanov.ru
21
Международный
Moscow,
Economical security,
No
центр образования и
St.Petersburg,
personal effectiveness,
informati
научных
Berlin
leadership and
on
исследований
(Germany)
management, HR,
cross-cultural
http://www.icesr.ru/
22
communications
Московская Школа
Moscow,
MBA, distant education,
No
Новой Экономики
St.Petersburg,
other
informati
other
on
www.e-mba.ru
23
Национальный
открытый университет
St.Petersburg
Individual for different
companies
2004
80
Rati
ng
posi
Name and website
Geography
Specialization
St.Petersburg
Sales, HR, business
Works
from
tion
России
http://www.nouronline.r
u
25*
Персонал Эсто
2004
development
http://esto.ru
26
27
Русская Школа
Moscow,
Very many fields
Управления
St.Petersburg,
including restaurant
Berlin
industry
2002
http://uprav.ru
(Germany)
Санкт-Петербургский
Moscow,
Individual for different
No
учебный центр
St.Petersburg,
companies
informati
«Догма»
other
on
www.dogma.spb.ru
28
Треникум
St.Petersburg
Sales, HR
2007
St.Petersburg
Leadership and
2000
http://trenicum.ru/
30*
Тренинговый Центр
"Мастерская
management
будущего"
www.masterfuture.ru
31
Тренинговый Центр
St.Petersburg
ПРО-АКТИВ
Personal grow and
No
business trainings
informati
on
http://www.pro-acti8.ru/
32
Учебно-методический
Moscow,
Training on
No
центр "Столичные
St.Petersburg
procurement legislation
informati
and occupational safety
81
Rati
ng
posi
Name and website
Geography
Specialization
Works
from
tion
тендеры"
and health trainings
on
Finances
No
http://stenderi.ru/
33
Финансовый эксперт
St.Petersburg
informati
http://clfin.ru
34
ЦНТИ "Прогресс"
www.cntiprogress.ru
on
Moscow,
Individual for different
St.Petersburg,
companies
2003
Novosibirsk
* some companies from the rating are missing as the websites which were
given by the rating agency do not work
82
Appendix 2. Fairs and events for corporate training
companies in Russia
Table 8. Fairs and events for corporate training companies in Russia
The place
Name and website
of the event
Short description
History
and date of
the next
event
HR and training
The annual HR conference
Organized
30.09 -
Expo
and exhibition. Has own
annually since
2.10.2014,
nominations and awards for
2000
Moscow
http://www.expo.traini
ngs.ru/
HR companies / departments
Crocus-Expo
/ people
Выставка-
The annual event for meeting
Organized
27.02.2015,
конференция
of customers and providers of
annually since
Moscow,
«НАОБОРОТ»
HR-services with the focus
2008
The Moscow
on training and development.
http://naoborot.biz/
State
The results of Russian
University
nationwide contest between
corporate education
providers are announced
during the event.
E-Learn expo
An exhibition of modern
technologies for corporate
http://www.elearnex
po.ru/
Since 2002
1-2.10.2014,
Moscow
and educational training.
Mostly about distance
education
Crocus-Expo
83
Appendix 3. Interview structure
1. Introduction of the interviewer and the research
2. Asking the interviewee to introduce him/herself and their experience in
the field of education export from Finland to Russia
3. The themes to discuss:
a. Cultural differences
b. Bureaucracy and administrative barriers in Russia
c. Successful commercial projects of the interviewee in Russia,
paying customers in Russia
d. Factors of successful sales of education projects in Russia
e. Challenges and the reasons of failed projects
f. Current situation on the market, ongoing projects
g. Prospects of educational export to Russia in the nearest future
4. Extra Question: Do you have something else on mind related to this
subject what you would like to add?
5. Can you give some tips to who (Finnish educational expert) or what
organization (experience with Russia) I could interview next considering
educational export to Russia? Can I refer recommendation when trying
to appoint a meeting?
84
Appendix 4. Notes from the interview with Person 1
JAMK (Matti Hirsilä)
Cultural differences
According to Matti’s experience Russia is very difficult to make quick deals. It
takes time and requires patience. Matti thinks it is true for any business fields,
not only education. Russians like personal communications: you need to be
there. It’s face to face business. Even though you might have some silence in
relationship you need to pay your visit. You need to keep the relationship
alive. It is investing to that side. So you need patience, because one day the
deal may come. The decision making process is rather long and slow. Even if
you might have a good idea and if you have money available and there is
interest, that takes time. Many things take time.
And also Russians are clever of creating partnership and co-operation based
on mutual interest and sharing services instead of using money.
Bureaucracy and administrative barriers in Russia
Matti doesn’t think that Russian bureaucracy is something to be afraid of.
Though sometimes it was challenging to match Finnish and Russian
bureaucracies together. It might need to get used to the certain steps that you
need take in decision making. There are policies what you need to obey.
Somebody who has been dealing some other, let’s say Central European
cultures might have a shock. However Matti doesn’t see bureaucracy in
Russia as a great challenge. Actually according to Matti many Russians and
also himself think that EU funded projects is much harder that you might face
in Russia.
During his ten years experience of working with Russians Matti has never
faced bribing as a way of doing business.
Successful commercial projects of the interviewee in Russia, paying
customers in Russia
JAMK with the help of Matti has done some business in Russia. Customers
have been private companies and state organizations (regional ministries) and
to some extend also educational institutions.
Factors of successful sales of education projects in Russia
85
Matti believes that deals come after long time investments: to build
connections, to know the people and to build the trust. Friendship is a wrong
word but it is about relationship where is mutual to trust on both sides. Also
from Matti’s experience Russians are rather careful buyers, they want to have
a good content. And sometimes it’s just a question of the timing: it has to be
just right time that there have been funds available.
Enablers and challenges for the projects
According to Matti there is interest for learning and making cooperation with
Finnish education institutions in Russia, but the money making opportunities
seem to be limited. From Matti’s experience it was surprisingly challenging to
convert the co-operation and good ideas into commercial activities. Excluding
the year 2008, Russia has been well funded, and there has been interest in
developing the education system, but the able to create projects funded by the
Russian authorities have been very limited and that has been surprise.
Maybe the biggest challenge for Matti has been the phase in the beginning. If
he would like to start making business in a totally new city of Russia, that
would be a challenge to learn to know the right people. Assuming that he
would have to start from a scratch, it would be the questions: where to start,
whom to know, “who would be his postman”. Matti estimates that this would
take years to find right persons.
Matti doesn’t know the true reasons for some failed (never done) projects but
he has been told that for some reason funds were not available. Or funds
have been used for some other purposes. Maybe the offer has not been
strong enough. He also thinks it has been could be about the offer’s content.
Both cases have happened: offer competitions and some projects based on
readymade network connections. Some of these deals have been just normal
sales.
Current market situation on the market. Prospects of educational export
to Russia in the nearest future
Matti is currently involved in ongoing projects with Russia and they also have
plans for the future. Matti thinks specifically nowadays there is “a big question
mark in the air”. But he thinks this is a political thing, played between high
ranked politicians rather than between businesses. They do still have their
86
networks and discussions so that is totally another story. But of course if the
story continues in the negative way that might also affect the negative way in
general interests to make business. Also it is known that overall economic
situation of Russia has not developed in a positive way lately so also the
speed of growth has slow down.
Matti would still recommend other Finnish educational institutions to penetrate
Russian market because there are things what to offer and they really respect
Finland and Finnish system. Finnish education has good brand. But of course
if you don’t have time and you are not patience don’t go. But if you have time
and interest and determination, then fine. It is not the easiest market to make
quick deals though.
In Matti’s understanding the growing area is still the healthcare sector and
also vocational training because there is an interest to change education. It
also depends on the region. It is very difficult to say what is the potential area
because Russia is a huge market and it has different kinds of regions so what
is needed in western parts of the country doesn’t anymore work in eastern
parts. Needs are so different. St.Petersburg is a very tough market, because
everyone is there. Everyone wants to be in there, there is a lot of offering and
many offers to choose from.
Important issues to be mentioned
What is learned by Matti there is a totally different way of dealing with
Russians than doing things in Finland. So if one has Finnish approach s/he
never makes success. Because in Finland you sell the product and you buy
the product. But Russians, they don’t buy products. They buy relationships,
they buy the trust. And if that is OK, they might even buy the product. But
even if you have the best in the world product in your hands if they don’t like
you, they don’t buy.
87
Appendix 5. Notes from the interview with Person 2
JAMK (Heikki Pusa)
Cultural differences
According to Heikki it is very difficult to find new customers and make
appointments with new customers unless somebody know somebody and
they can give recommendation to you to contact. You can send e-mails, but
they don’t remember you. They will forget to answer. However the younger
generation is a bit different. Those who have graduated or maybe even born
after Soviet Union collapsed, they have a bit different way of working, but
usually it is very difficult unless somebody is recommending. They have to
know somebody who knows you then it is easier. Doors will open and they will
answer to your emails. It is not anymore so like there is only older generation
making decisions. Generations have changed. There are quite young and
wise rectors or wise ministers in the regions. Of course that depends also to
regions. They are very different from each other’s.
Bureaucracy and administrative barriers in Russia
After working so long with Russia, Heikki doesn’t perceive Russian
bureaucracy as a barrier for doing business. He believes that having a friend
from the Russian side who knows the business is making it a way easier.
Then they will take care of the most of bureaucracy in Russia. Of course there
is a different system of making agreements and making the bank payments,
but it doesn’t bother Heikki too much.
But what Russians have told themselves, and Heikki agrees too is that there
are too many dealers dealing with money. Example if there is budget for
developing something for 1 million Euros. Some part of that money will
disappear somewhere. Too many persons or too many parties are dealing
with money. Heikki thinks it can be called corruption. As an example, price
what they used to build an ice-hockey arena in Russia would build 3 or 4
similar in Finland, because in Russia there is too many people taking the
money from between.
Successful commercial projects of the interviewee in Russia, paying
customers in Russia
88
The customers for the education export projects where Heikki was involved
were regional development companies or city administrations and also
regional administrations. For example there has been regional ministry of
education and some small and middle-size companies.
Factors of successful sales of education projects in Russia
One thing that made success was that Heikki knew personally some of the
persons who he has been doing business with since 1994. According to Heikki
there is lot of key success factors, but one thing is that we have to trust
between each other’s so they will ask from me first and then they will ask
others. Creating relationship is very important. Of course there have to be a
good product and good ability to deliver it. And he thinks it is very important to
keep contacts with clients even there is no any business happening at the
moment. For example remembering their birthdays or. When they need
something you have to be in their radar.
Enablers and challenges for the projects
Heikki thinks the biggest challenge is at the moment economic situation. That
is difficult. Perhaps one thing is common for all Russian speaking countries.
They have a bit different way of developing things. At least in those regions
that Heikki has worked with. They usually benchmark and do benchmarking
trips. They are not buying services. They don’t have an idea, that let´s buy the
best thing in the world to develop their educational system. They do it more
like themselves from their usable budgets. Heikki thinks they are wasting lot of
money in their own bureaucracy.
And of course there is competition. If JAMK is trying to sell some business
programs and there are others offering their business programs. If there is
example Oxford University or MIT from Massachusetts they have a different
reputation than JAMK from Finland. The biggest issue is that the budgets are
very limited at the moment.
And one thing what Heikki have noticed is that in some cases there is some
expectations among Russians especially in universities and regional level that
they expect us to bring money. Because they have been working with some
EU funded projects so then they think that we can apply money from EU and
we will bring the money with us. But there is very little money from the
89
Russian side. And I have to say that we have spoiled some part of the market
with that. They are not used to pay the whole price for the services. We have
provided some nice EU funded projects and their part of the projects have
been let say something about 10%. That is the problem. This is happening in
some regions close to Finland. Also Heikki was in Moscow negotiating one
trade in June and Russian client said when you get the money from Europe
let’s do it.
Heikki believes it’s quite easy to make cooperation especially with Russian
universities. They are very eager to make agreements, but then to make
business with them are difficult. They are not so business orientated in a
sense that they even would join to do business. Their minds are not ready.
They are providing higher education and have some common products with
some other universities. Exchange of students, exchange of teachers, but not
anything on commercial bases. One thing in his opinion why Russian
universities are so eager to make agreements and cooperation with Finnish
universities is that they are evaluated by the Ministry of education in Russia,
how many international agreements and partners they have. Usually when
they are discussing cooperation they need exchange of teachers and students
and some small projects where the funding comes from. Universities or EU or
perhaps some cases small amount from ministry of education in Russia.
Current situation on the market. Prospects of educational export to
Russia in the nearest future
Mostly Heikki’s pre expectations of Russian education market came true and
projects were implemented as were planned. However they have had some
very potential customers especially from Moscow region, but because of this
economic situation and some other “hobbies” of the Russian leaders it didn’t
work out. Lately they have not made so many deals. At the moment it is quite
difficult to get any commercial projects.
At the moment Heikki has some small projects going on. For example they will
have a group of companies coming from Russia during November.
Companies are looking for business trading partners, Finnish companies from
this.
90
Heikki thinks that at the moment it is the time to build the network and keep
the contacts with the possible partners even there wouldn’t at the moment any
business on going. Because after this difficult situation of the economy goes
over they really remember who remembered them when they had difficult
times.
According to Heikki there are quite a lot of possibilities, and actually there is
need for professional training for adult education institution. They need
training for construction workers etc. And he thinks there is market for training
workers like factories and so on. And I know for example that in the regions
where there are big car manufacturers working. They have done training for
this workers cooperation with local colleges and institutions and there would
be possibilities to Finnish educational institutions. It is not easy, but possible.
There are some possibilities. St. Petersburg is close to Europe and
competition is hard there, but there are also lots of possibilities. One of
Heikki’s colleagues made a joke that it is a Russia for beginners. Heikki
believes that there are possibilities for education export in all the Russian
cities which are over 500 000 people.
Heikki knows that there are some feelings that they need training especially in
educational field. But as he said earlier the problem is that there is actually no
funding. It is very difficult. The budgets in universities at the moment are very
tight. And he has heard that their budgets will be even cut. Even though the
universities have the need for example train for their staff. They don’t have the
funds to do it now. If they will do some kind of training they will buy it
somewhere from Russia because it is cheaper.
And one more thing what comes to his mind is that there are a lot of western
companies working in Russia and in some regions it is difficult to find qualified
labor force so they would need some training for the people who are they
hiring. But of course the situation of markets it is difficult to brand your
products. It is also very difficult time for companies also at the moment. But
creating connections now to those companies in the future you can have a
good market.
91
Important issues to be mentioned
There is Russia outside St. Petersburg. There is Moscow too so maybe
perhaps Finns should check those regions too. Perhaps educational
institutions have bigger chance to develop products and find clients in the
regions. I know for example that in the Far East part of Russia there is a
special developing ministry and they are developing their region actively. Of
course it is already very far, almost in Japan, but still there is one good
possibility. And of course there are a lot of discussions of northern part. There
is also happening. They are utilizing their natural resources. Climate is very
difficult there. One thing what we could do here in Finland is that we should be
able to sell degrees. You could come to Finland, study and pay, for example
study bachelor degrees or master degree. At the moment it is not possible to
sell degrees to individuals. Selling degrees at the moment is possible only to
groups. These groups are at the moment example one company who is
offering education to their staff. That is possible. Individuals are not paying
anything. Company is paying. The big money is in the education business and
in bachelor or master degrees all around the world. Australia, New Zealand,
England…They are making big money. And of course America. They are not
only providing studies in their countries, but they are also sending their people
abroad.
92
Appendix 6. Notes from the interview with Person 3
ECF (Katja Vuori)
Cultural differences
According to Katja there are a lot of things which can cause problems if you
don’t know the culture. When you even start to talk about education system or
training or whatever, the language what you use, people from different
countries might think about different things. They have different meanings.
You really have to make sure that you are talking at the same level of
understanding.
When talking about teaching and training ECF has heard quite a lot that
Finnish people are not really good trainers. Finnish people tend to go and
have a lecture and it is really appreciated in Finland. But in other countries
they are expecting that an expert who comes from abroad is more like a
charismatic person who gives speeches a bit like American style. And that is
really cultural difference. Or if the Finnish expert is a bit shy to get discussions
people start easily to think, that he is not such an expert eventually. So Katja
has noticed experts going abroad have to be at least in some level charismatic
person who can be in interactions with the client when he or she goes and
train people.
Factors of successful sales of education export projects
Katja thinks there is no normal or typical project. Every project is really
different. It depends how large the project is and who is the client. ECF has
some clients who are in ministry level so it involves a lot of people. And then
there might be example university as a client.
Thinking about preparation stage to some project it is always good that you
have some kind of quite small team preparing a project so you all the time
know what you have done. So some core team and they should have the
technology of markets and content what they are selling for. Always in this
kind of educational exports negotiations are important that one person from
the team should talk with the client so trust is leading up through negotiations.
Cause at the end it is really much about making some personal connection
and trust. So in some projects this might take some time quite a lot, but Katja
thinks that is case when the customers are companies, they are quite quick
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decision makers. But it really depends how much it needs some discussions
and if they are not happy with the solutions what you have then you need to
go more discussions about it until you find the exact solution what pleas both
sides.
Never can make big deals without going there. Travelling costs should be for
sure. In education exports always you have to understand that you have to
take some risks and put some money, investments on preparing. And there is
that risk that you will lose the money if they will not accept the deal.
Enablers and challenges for the education export projects
Selling services is different from selling products. Selling products is quite
easy. You have a product and you sell it. But in education you really have to
have a process with the client that you can plan and create an education
service to them. It should serve their needs. And that is one crucial phase at
least from our perspective. It is the most important thing that client gets what
they need. Some people know well what they need. Some people think they
know, but they don’t actually know. And some people they just say that it is
not working, but we don’t know what we really need. Usually it needs from you
when you go there certain skills that you know what to ask that you can get
some kind of hint what they want. It is common that a potential customer have
difficulties to tell what they need. They want to see something specific. After
that they can comment. OK this looks good, but we will need shorter. For
opening the discussions you need readymade product. It helps, but of course
always emphasize that this is just aim and it is cured to start negotiations.
The weakness of Finland is that every resource is really small. There are quite
a few people in education and if you have to take away those who is speaking
only Finnish language, there is even less left. Then it is even smaller amount
when you take away those people who cannot communicate and who are not
charismatic. There is a small amount of right people and of course Finland is
quite expensive country so if we are selling products for normal prices for us, it
feels to many Russians quite expensive.
Views on Russia
It is a huge country and there is a different kind of needs. Katja is quite sure
that if ECF would have more resources it would be interesting to search a
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client a bit further than from St.Petersburg, because this is the city where
Finnish people always go and there is the big business. Katja thinks there are
many places in Russia not yet discovered. It would be really worth full for
clients all over the Russia just pick up some specific area for example. Of
course you should know if there are potential customers and who would they
be and specialties of that region. Our problem probably has been that we don’t
have enough people who could know the Russian markets well enough. We
should have a person first who would know more about markets in there.
Important issues to be mentioned
If an education institution is interested to go to Russia, Katja would warmly
recommend creating some kind of core group of experts. Have some kind of
training or workshop where they really think about what they need from
experts. What kind of skills and competences they develop, because it is not
enough that they know how to make proposal or making some education
product. They really have to understand the culture and who is the right
persons to talk. I think in Russia is really important that labels are right and
how the etiquette goes.
Finnish education system is known for its good brand. The strength of Finnish
people is that they are not so commercialized. We would like to add the value
to customer more and give the tools for them. We value the education and
training and we really should try to sell it.
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Appendix 7. Notes from the interview with Person 4
MIF (Tuija Eloranta)
They have gone forward with terribly small investments. In St.Petersburg they
have only a few people working and the same thing is here in Finland. People
who have been working in Russia has done work there with very limited
resources. Tuija believes that it is quite respectable how well they have
managed to get their own and stabile customer base what they are servicing.
Also the company has gone through lot of changes inside of the organization
during years. Reflecting to that fact they have had a lot of success. To
mention some changes they had a merger in the company what caused a lot
of turbulence especially here in Finland. The company's management has
been unanimous in the sense that they want to remain Russian activities and
activities in there will give results and growth someday. Because it is just a
fact that there is a huge market next to Finland. They have obtained during
decades unique know-how and it is not worth of throwing that away. Then
again, there is this second side - exporting education. The company trains
Russian business leaders or example Russian principles to which they are
organizing further education in Finland. In these cases pre expectations have
been met. They are pleased that they have got Russians to train in Finland.
Their Russian clients are that kind of schools which are highly valued in
Russia like for example Russian Academy of Economics. Our clients are also
big educational organizations and educational institutions. As a summary Tuija
concludes that in business side all pre expectations have not come true but in
educational export side pre expectations have come true.
Cultural differences
Although according to Tuija’s experience they bump into culture differences all
the time, she thinks that there is no sense to underline cultural differences,
because younger generation of Russian managers whom they are training or
educating further in Finland are more westerner from year to year and from
group to group. Their ways of work are getting closer ways how Europeans
are usually doing things. She thinks nowadays cultural differences are not so
big what they have used to be. Of course there are some specific cultural
differences that are obvious, but they don’t want to underline those in our
education. They more likely try to dispel those. People easily have stereotypes
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that Russians are like this and Finnish are like that, but now a days it isn’t true
anymore at all.
Bureaucracy and administrative barriers in Russia
According to Tuija an organization exporting services, not things, is not
experiencing over-bureaucracy in Russia. Of course they have to make little
bit more work example with reporting. Example when they train Russians in
Finland, it requires that they write certain kind of reports. This is a little bit
more that requirements are in Finland. Some Russian institutions require very
fixed-form reporting what can feel maybe little bit more bureaucracy than in
Finland, but not significantly.
Successful commercial projects of the interviewee in Russia, paying
customers in Russia
Clients of companies’ subsidiary in St.Petersburg are businesses. But here in
Finland their clients are mainly public organizations like different kind of
schools and government institutions.
Factors of successful sales of education projects in Russia
To make successful deals in Russia or in any other country requires providing
good service. MIF is producing extra value to their customers with their
services. Customer has to feel that he will get concrete advantage to make a
deal.
And of course very important things are personal relationships which are
emphasized in Russia very much. It is worth of effort to maintain relationships
also during this kind of economically poor times. Even there would not any
deals for a long time, just maintain relationships. It is too late wake up to take
contacts when good times start. In Tuija’s opinion this thing is really strong in
Russia - Personification. Example in big academies they have specific contact
persons with whom they are taking care of things. And MIF takes care that
they don’t forget us. Even there are no deals coming, we still contact them
regularly, send Christmas card and New Year card and perhaps visit them
also. It is really important thing.
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And as Tuija already mentioned producing extra value to their services and to
the customers will always get a good feedback from customers. Example
these trainees who are educating further in Finland they are kind of a
customers of their customer. If they are giving good feedback it is definitely
sure that MIF will have opportunities to make deals also in future.
Enablers and challenges for the projects
The biggest challenge from Tuija’s point of view is the unpredictability of
Russian government, economic and political situation at the moment. They
can’t make any long-term plans. Or maybe they can plan, but actually it is
useless, because you can’t ever know what will happen after half year. So
that’s why they are planning everything in the short run. Challenges multiply
themselves in operational activities. If they are example waiting some crucial
information or programs from Russian partners, they will usually get those at
the last minutes. It sets quite big requirements also to their own work in
Finland. Finns have got used that everything will be scheduled and things can
be implemented calmly following these readymade schedules. Working with
Russians you will need “cow´s nerves flexible attitude”.
They have had also that kind of projects that they have made offers, but
haven’t succeeded to make deals from those. They have few this kind of
customers with who they are making co-operation in organization level. Viral
marketing is working very well in Russia. They have trained here in Finland
Russians who were coming from very wide areas around Russia. Those who
are coming from far away tell that they don’t have similar education in their
own area. So MIF has made offers to these educational organizations and
administrative units which are locating far away. Quite often they haven’t
made deals with those. Reason is not just money. For some reason they don’t
understand that they could get some specific advantage from education.
Ministry of Russia has obligation to organize education to government
institution staff and usually in these cases the payer is government. But if
institutions have to pay themselves usually price will be the threshold
question. Understanding about money has been very different. Russians
might think that for the education which is organized in Finland they can
reserve relatively small amount of money for hotels, food and programs. The
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actual costs might exceed their vision about reality multiply times. Russians
who are coming from the areas which are further from Finland are always
surprised how expensive education really is. Every project what we have
implemented is somehow funded. The payer has partly been someone else
than Russians. It is hard to make straight deals with Russians. Money has
always come partly from somewhere else. I sign the claim that we have partly
spoiled Russians with projects funded by EU.
Current situation on the market. Prospects of educational export to
Russia in the nearest future
At the moment MIF has an education program for Russian rectors going on.
Rectors from different locations of Russia have taken part in that. After first
group there will arrive still another group of rectors. During November they will
educate group of Russian business directors.
Tuija and her colleagues have lately noticed that high position decision
makers in Russian government organizations are changing more often than
earlier. During that time when they are applying a new decision maker there is
a substitute, vice director or someone who does not dare to do any kind of
decisions. We have had this kind of situations. When we are taking contact
and nobody doesn’t answer, we have to wait when they are naming a new
decision maker so we could continue taking process forward.
It was difficult to say to Tuija if it was becoming easier or more difficult to make
deals at the moment, because these projects what they have going on were
started to accomplish already in 2011. But somehow she has a feeling that it
hasn’t change any easier than before.
Important issues to be mentioned
Tuija would recommend Finnish education institutions to go to the Russian
market, but stay patient. Russia doesn’t disappear anywhere next to us. She
would hope for more support for education export from Finnish government. At
the moment it requires heavy load of work to get results. But if one only has
power enough to do that long-term work, s/he will get after some day “head
open” in Russia. After that viral marketing start working in there and you will
start to achieve results.
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It is important that Russians can find education possibilities from somewhere
else than inside of Russian borders. Education possibilities will be richer in
Russia if we have a chance to export it. But the paying question has to be
clarified. Who are paying and to whom? Have to think very precise to whom
we are offering and who could be the customers? When these things have
been figured out with care and everything is ready otherwise so why not?
Russia is a huge country and Finland has good reputation as an education
country in Russia. In the light of every research what have been made about
education we are one of the top countries. Our reputation is good. Only have
to think carefully who the payer in Russia is. If Russians are excited to make
trade agreements or cooperation agreements it doesn’t necessarily mean that
it will bring the deal for you. Must be very careful about it.
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Appendix 8. Notes from the interview with Person 5
PDGE (Päivi Korhonen)
Cultural differences
Päivi believes that the influence of culture differences is overestimated. Of
course there are differences, but it is not worth of being afraid of those as so
many people tend to. If there is a potential buyer in Russia who wants to buy a
service it’s not worth of thinking of culture differences at the first place. There
are differences in business culture between Finland and Russia as like there
is with many other countries as well. There are also natural differences in
personalities, negotiations and way of doing business, but it is part of the
game. Even being an expert in Russian culture it’s good to remember that
Russia is anyway a very unpredictable country and nobody can’t fully know or
control it.
Bureaucracy and administrative barriers in Russia
According to Päivi handling the bureaucracy is the way of doing business. Of
course it would causes difficulties, if someone is just taking “Do it in Russia”
course in Finland and after that going to make business. To make it smoother
she lets the Russian side to take care of operative bureaucracy things in
Russia. It is easiest to make this way. Also doing business with services one
can avoid big amount of bureaucracy what includes for example trade of
goods.
Successful commercial projects of the interviewee in Russia, paying
customers in Russia
PDGE has ongoing projects with Russia, for example agency business. Have
to remember that excluding MIF, other Finnish operators are from the public
sector. As an entrepreneur Päivi in the worst cases had to pawn her own
house because of some Russian projects. In this sense she has totally
different attitude and views on the business than some “Matti’s and Teppo’s
metal company”.
Factors of successful sales of education projects in Russia
Päivi thinks it is very easy to get along with Russians and make cooperation
with them. She doesn’t see a problem in that. The most important thing is to
maintain good relationship with them regularly.
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Her opinion is that firstly you have to know buying customer. That is the phase
number one. It is not worth of going to Russia and start looking customers
from there. You must be known already in advance who potential buyer is.
And secondly choosing exporting business model with care you are safe from
a few grey hairs. One of the key factors is also saleable product.
Enablers and challenges for the projects
A great challenge was for example the devaluation of the ruble in year 1998.
Päivi considers commercial activities in Russia a bit like gambling in casino:
you need to have chips. If one card falls down your game does not end then.
Of course it demands time that you will learn Russian mentality. Päivi
remembers a case from 90’s when her nerves were tested. Because Finnish
accurately drawn up schedules didn’t match with the reality in Russia.
Schedules in Russia are flexible and it is not worth of lose the nerves because
of that. Big country, big tolerance.
In Russia Päivi’s organization has always taken long-term strategy in use.
Have to be flexible. They are using certain kind of project management model
and according to that are moving forward there, although maybe it is said too
strong “management model”. You have to own big amount of chips to
successfully operate business in Russia.
Current situation on the market. Prospects of educational export to
Russia in the nearest future
Precise information on the current projects is a business secret, but Päivi can
tell that at the moment their interests are such that they don’t even look at
customers from the public sector of Russia. Is just the same what you are
selling in Russia, there is always long-term approach needed. Thinking about
further vocational training in Russia for example construction industry, Päivi
believes that there are workers available so cheaply and energy is so cheap
that value of this kind of education is almost zero.
Important issues to be mentioned
Päivi would recommend other Finnish educational institutions to go to Russia.
She states that with Finnish mentality you have best possible chances from
European country to success making deals with Russians. However it is a
good idea to take an agent or other equivalent in activities. According to Päivi
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it is not worth of start exporting with small volume. Päivi thinks that education
export in Finland is still in the very beginning phase.